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1 TONG, X.

PERSONAL INFORMATION

Name: Shelley Xiuli Tong

Present Academic Position: Associate Professor

Correspondence Address: Division of Speech and Hearing Sciences

Faculty of Education

Room 804C, Meng Wah Complex

University of Hong Kong

Pokfulam Road

Hong Kong

Phone: 852-2241-5982

Email: [email protected]

Research Website: http://slrlab.wixsite.com/slrlab

ORCID id: 0000-0003-3319-4609

ACADEMIC QUALIFICATION

Department of Psychology, Chinese University of Hong Kong, Hong Kong

Ph.D., in Developmental Psychology, 2008

School of Psychology, South China Normal University, China

M.Ed., in Educational and Developmental Psychology, 2005

Department of Psychology, Northeast Normal University, China

B.S., in Psychology, 2002

Graduated with first-class honours, Vice-Chancellor’s Medal

ACADEMIC POSITIONS

Associate Professor (tenured), August 15, 2017-present

Division of Speech and Hearing Sciences


The University of Hong Kong, Hong Kong

Assistant Professor (tenure-track), August 15, 2011- August 14, 2017

Division of Speech and Hearing Sciences


The University of Hong Kong, Hong Kong

Postdoctoral Fellow, July 1, 2010- July 31, 2011

MARCS Institute for Brain, Behaviour and Development

University of Western Sydney, Australia

Postdoctoral Fellow, November 28, 2008-June 30, 2010

Department of Psychology and Neuroscience

Dalhousie University, Canada

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HONORARY ACADEMIC APPOINTMENTS

Visiting Scientist, August 15, 2016-March 31, 2018; April 1, 2018-March 31, 2021

RIKEN Center for Brain Science, Tokyo, Japan

Visiting Scholar, July 1, 2015-November 30, 2015

Harvard Graduate School of Education, Boston, US

SELECTED HONORS AND AWARDS

HKU Research Output Prize (2017)

HKU Faculty of Education Research Output Prize (2017)

HKU Faculty of Education Outstanding Young Researcher Award (2016)

HKU Faculty of Education Early Research Output Award (2016)

HKU Overseas Fellowship Award (2015)

National Academy of Education/Spencer Foundation Postdoctoral Fellowship (2011)

Travel Award for a Canadian Conference on Developmental Psychology (2010)

Dalhousie University Postdoctoral Fellow Conference Travel Grant (2010)

Jacobs Foundation International Travel Award for Biennial Meeting of SRCD (2009)

Society for Scientific Studies of Reading, Rebecca L. Sandak Young Investigator Award (2008)

Chinese University of Hong Kong Overseas Academic Activities Travel Grants (2006-2008)

Chinese University of Hong Kong, Dr. Lion Francis K. Pan Scholarship (2006)

South China Normal University Outstanding Graduate Research Scholarship (2005)

South China Normal University Postgraduate’s Scientific Study Award (2004)

Northeast Normal University Outstanding Undergraduate Dissertation Award (2002)

Northeast Normal University Vice-Chancellor’s Medal Award (2002)

Northeast Normal University National Baosteel Scholarship (2001)

Northeast Normal University Filial Piety Scholarship (2000)

Northeast Normal University President’s Scholarship (1999-2002)

RESEARCH AND SCHOLARSHIP

1. AREAS OF RESEARCH EXPERTISE

Cross-language perception/production of suprasegmental speech (i.e., English lexical stress and

Chinese lexical tones); Reading development and difficulties in bilingual children (e.g., dyslexia,

poor comprehenders and hyperlexia); Prosodic reading; Orthographic learning; Learning Chinese

as a foreign language

2. PUBLICATIONS

o Peer-Reviewed Journal Articles (*Corresponding Author; + HKU Graduate Student

Author; ^HKU Undergraduate Student Author; ° Co-first author)

1. +Deng, Q., Choi, W., & Tong*, X. (Accepted on February 22, 2019). Bidirectional

cross-linguistic association of phonological skills and reading comprehension: Evidence

from Hong Kong Chinese-English bilingual readers. Journal of Learning Disabilities.

3 TONG, X.

(IF = 1.578, no. of citation = Nil, journal ranked 56/1262 or Q1 in Education)

2. Choi, W., Tong*, X., & Deacon, S. H. (Accepted on January 29, 2019). From Cantonese

lexical tone awareness to L2 English vocabulary: Cross-Language mediation by

segmental phonological awareness. Journal of Speech, Language, and Hearing

Research.

(IF = 1.001, no. of citation = Nil, journal ranked 45/719 or Q1 in Language and

Linguistics)

3. +Tsui, R. K.-Y., Tong*, X., & Chan, S.-K. (2019). Impact of language dominance on

phonetic transfer in Cantonese-English bilingual language-switching. Applied

Psycholinguistics, 40(1), 29-58. doi: 10.1017/S0142716418000449.

(IF=0.95, no. of citation = Nil, journal ranked 51/719 or Q1 in Language and Linguistics)

4. Hulme, C., Zhou, L., Tong, X., Lervag, A., & Burgoyne, K. (2019). Learning to read in

Chinese: Evidence for reciprocal relationships between word reading and oral language

skills. Developmental Science, 22(1):e12745. doi: 10.1111/desc.12745.

(IF=2.650, no. of citation = Nil, journal ranked 11/299 or Q1 in Developmental and

Educational Psychology)

5. +Choi, W., Tong*, X., Law, K. K.-S., & Cain, K. (2018). Within- and cross-language

contributions of morphological awareness to word reading development in Chinese-

English bilingual children. Reading and Writing: An Interdisciplinary Journal, 31(8),

1787-1820. doi: 10.1007/s11145-017-9770-0.


6. °Tong*, X., °Choi, W., & ^Man, Y. Y. (2018). Tone language experience modulates the

effect of long-term musical training on musical pitch perception. Journal of the

Acoustical Society of America, 144(2), 690-697. doi: 10.1121/1.5049365.

(IF=0.695, no. of citation = Nil, journal ranked 11/100 or Q1 in Acoustics and

Ultrasonics)

7. Tong*, X., & McBride, C. (2018). Toward a graded psycholexical space mapping model:

Sublexical and lexical representations in Chinese character reading development. Journal

of Learning Disabilities, 51(5), 482-489. doi: 10.1177/0022219417718199.


8. Tong, X., Tong*, X. [xiuli], & ^Yiu, F. K. (2018). Beyond auditory sensory processing

deficits: Lexical tone perception deficits in Chinese children with developmental

dyslexia. Journal of Learning Disabilities, 51(3), 293-301. doi:

10.1177/0022219417712018.

(IF = 1.578, no. of citation = 2, journal ranked 56/1262 or Q1 in Education)

9. +He, X., & Tong*, X. (2017). Quantity matters: Children with dyslexia are impaired in

small, but not large number of exposures during implicit repeated sequence learning.

American Journal of Speech-Language Pathology, 26(4), 1080-1091. doi:

10.1044/2017_AJSLP-15-0190.

(IF = 0.779, no. of citation = 2, journal ranked 77/772 or Q1 in Linguistics and

Language)

10. +Choi, W., Tong*, X., & Singh, L. (2017). From lexical tone to lexical stress: A cross-

language mediation model for Cantonese children learning English as a second language.

Frontiers in Psychology, 8, 492-500. doi: 10.3389/fpsyg.2017.00492.

(IF = 1.043, no. of citation = 2, journal ranked 52/241 or Q1 in Psychology)

11. Tong*, X., & Deacon, S. H. (2017). Understanding poor comprehenders in different

orthographies: Universal versus language-specific skills. Journal of Research in Reading,

40(2), 119-124. doi: 10.1111/1467-9817.12112.


12. Tong, X., Tong*, X. [xiuli], & McBride, C. (2017). Radical sensitivity is the key to

understanding Chinese character acquisition in children. Reading and Writing: An

Interdisciplinary Journal, 30(6), 1251-1265. doi: 10.1007/s11145-017-9722-8.

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13. +Choi, W., Tong*, X. [xiuli], Gu, F., Tong, X., & Wong, L. (2017). On the early neural

perceptual integrality of tones and vowels. Journal of Neurolinguistics, 41, 11-23. doi:

10.1016/j.neuroling.2016.09.003.

(IF = 0.688, no. of citation = 2, journal ranked 88/772 or Q1 in Linguistics and Language)

14. +He, X., & Tong*, X. (2017). Statistical learning as a key to cracking Chinese

orthographic codes. Scientific Studies of Reading, 21(1), 60-75. doi:

10.1080/10888438.2016.1243541.


15. Tong*, X., +He, X., & Deacon, H. (2017). Tone matters for Cantonese-English bilingual

children’s English word reading development: A unified model of phonological transfer.

Memory & Cognition, 45(2), 320-333. doi: 10.3758/s13421-016-0657-0.

(IF =1.379, no. of citation = 2, journal ranked 32/137 or Q1 in Experimental and

Cognitive Psychology)

16. Tong, X., Tong*, X [xiuli], & McBride, C. (2017). Unpacking the relation between

morphological awareness and Chinese word reading: Levels of morphological awareness

and vocabulary. Contemporary Educational Psychology, 48, 167-178. doi:

10.1016/j.cedpsych.2016.07.003.

(IF = 2.319, no. of citation = 6, journal ranked 17/299 or Q1 in Developmental and


17. +Choi, W., Tong*, X., & Deacon, H. (2017). Double dissociations in reading

comprehension difficulties among Chinese-English bilinguals and their association with

tone awareness. Journal of Research in Reading, 40(2), 184-198. doi: 10.1111/1467-

9817.12077.


18. Deacon, S. H., Tong, X., & Francis, K. (2017). The relationship of morphological

awareness and morphological decoding to reading comprehension. Journal of Research in

Reading, 40(1), 1-16. doi: 10.111/146-9817.120561.


19. Tong*, X., Kwan, J. L.-Y., ^Wong, D. W.-M., ^Lee, S. M.-K., & ^Yip, J. H.-Y. (2016).

Toward a dynamic interactive model of non-native Chinese character processing. Journal

of Educational Psychology, 108(5), 680-693. doi: 10.1037/edu0000083.

(IF =2.930, no. of citation = Nil, journal ranked 7/299 or Q1 in Developmental and


20. +Choi, W. T.-M., Tong*, X., & Cain, K. (2016). Lexical prosody beyond L1 boundary:

Chinese lexical tone sensitivity predicts English reading comprehension. Journal of

Experimental Child Psychology, 148, 70-86. doi: 10.1016/j.jecp.2016.04.002.

(IF =1.835, no. of citation = 9, journal ranked 26/299 or Q1 in Developmental and


21. Tong*, X., ^Lee, S. M.-K., ^Lee, M. M.-L., & Burnham, D. (2015). A tale of two

features: Perception of Cantonese lexical tone and English lexical stress in Cantonese-

English bilinguals. PLoS ONE, 10(11), e0142896. doi: 10.1371/journal.pone.0142896.

(IF =1.164, no. of citation = 8, journal ranked 50/243 or Q1 in Biochemistry, Genetics

and Molecular Biology)

22. Tong*, X. [xiuli], Tong, X., & McBride-Chang, C. (2015). A tale of two writing systems:

Double dissociation and metalinguistic transfer between Chinese and English word

reading among Hong Kong children. Journal of Learning Disabilities, 48(2), 130-145.

doi: 10.1177/0022219413492854.


23. Tong*, X. [xiuli], Tong, X, &McBride-Chang, C. (2015). Tune in to the tone: Lexical

tone identification is associated with vocabulary and word recognition abilities in young

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Chinese children. Language and Speech, 58(4), 441-458. doi:

10.1177/0023830914562988.

(IF = 0.739, no. of citation = 8, journal ranked 83/772 or Q1 in Linguistics and Language)

24. Tong*, X., & ^Yip, J. H.-Y. (2015). Cracking the Chinese character: Radical sensitivity

in learners of Chinese as a foreign language and its relationship to Chinese word reading.

Reading and Writing: An Interdisciplinary Journal, 28(2), 159-181. doi: 10.1007/s11145-

014-9519-y.


25. Tong, X., McBride, C., Zhang, J., Chung, K. H., Lee, C.-Y., Shuai, L., & Tong, X [xiuli].

(2014). Neural correlates of acoustic cues of English lexical stress in Cantonese-speaking

children. Brain and Language, 138, 61-70. doi: 10.1016/j.bandl.2014.09.004.

(IF = 1.472, no. of citation = 9, journal ranked 3/58 or Q1 in Speech and Hearing)

26. Tong*, X., McBride-Chang, C., & Burnham, D. (2014). Cues for lexical tone perception

in children: Acoustic correlates and phonetic context effects. Journal of Speech,

Language, and Hearing Research, 57(5), 1589-1605. doi: 10.1044/2014_JSLHR-S-13-

0145.

(IF = 1.001, no. of citation = 13, journal ranked 45/719 or Q1 in Language and

Linguistics)

27. Tong*, X., & McBride, C. (2014). Chinese children’s statistical learning of orthographic

regularities: Positional constraints and character structure. Scientific Studies of Reading,

18(4), 291-308. doi: 10.1080/10888438.2014.884098.

(IF = 2.396, no. of citation =12, journal ranked 27/1262 or Q1 in Education)

28. Tong*, X., Deacon, S. H., & Cain, K. (2014). Morphological and syntactic awareness in

poor comprehenders: Another piece of the puzzle. Journal of Learning Disabilities,

47(1), 22-33. doi: 10.1177/0022219413509971.


29. Tong, X., Tong X.[xiuli], Shu, H., Chan, S. F., & McBride-Chang, C. (2014). Discourse-

level reading comprehension in Chinese children: What is the role of syntactic

awareness? Journal of Research in Reading, 37(S1), S48-S70. doi: 10.1111/1467-

9817.12016.


30. Zhang, J., McBride-Chang, C., Tong, X., Wong, A., Shu, H., & Fong, Y.-C. (2012).

Reading with meaning: The contributions of meaning-related variables at the word and

subword levels to early Chinese reading comprehension. Reading and Writing: An

Interdisciplinary Journal, 25(9), 2183-2203. doi: 10.1007/s11145-011-9353-4.


31. Tong*, X., Deacon, S. H., Kirby, J., Cain, K., & Parrila, R. (2011). Morphological

awareness: A key to understanding poor reading comprehension in English. Journal of

Educational Psychology, 103(3), 523-534. doi: 10.1037/a0023495.

(IF =2.930, no. of citation = 76, journal ranked 7/299 or Q1 in Developmental and


32. Tong*, X., McBride-Chang, C., Wong, A. M.-Y., Shu, H., Reistma, P., & Rispens, J.

(2011). Longitudinal predictors of very early Chinese literacy acquisition. Journal of

Research in Reading, 34(3), 315-332. doi: 10.1111/j.1467-9817.2009.01426.x.


33. Tong*, X., Ting, K.-T., & McBride-Chang. (2011). Shyness and Chinese and English

vocabulary skills in Hong Kong kindergartners. Early Education & Development, 22(1),

29-52. doi: 10.1080/10409280903507253.

(IF = 0.920, no. of citation = 5, journal ranked 87/299 or Q1 in Developmental and


34. Tong, X., & McBride-Chang, C. (2010). Developmental models of learning to read

Chinese words. Developmental Psychology, 46(6), 1662-1676. doi: 10.1037/a0020611.

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(IF= 2.066, no. of citation = 47, journal ranked 23/299 or Q1 in Developmental and


35. Tong*, X., & McBride-Chang, C. (2010). Chinese-English biscriptal reading: Cognitive

component skills across orthographies. Reading and Writing: An Interdisciplinary

Journal, 23(3), 293-310. doi: 10.1007/s11145-009-9211-9.


36. Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M.-Y. (2009). Morphological

awareness, orthographic knowledge, and spelling errors: Keys to understanding early

Chinese literacy acquisition. Scientific Studies of Reading, 13(5), 426-452. doi:

10.1080/10888430903162910.


37. McBride-Chang, C., Tong, X., Shu, H., Wong, A. M.-Y., Leung, K., & Tardif, T. (2008).

Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word

recognition. Scientific Studies of Reading, 12(2), 171-194. doi:

10.1080/10888430801917290.


38. Tong, X., Mo, L., & Chen, Z. (2007). An eye-tracking study on the roles of object

similarity in spatial-acted relationship mapping. Chinese Journal of Psychological

Science, 30(1), 10-18. (In Chinese)

39. Tong, X., Mo, L., & Chen, Z. (2006). A review of new research on children’s cognitive

development and learning. Chinese Journal of Psychological Science, 29(3), 735-739.(In

Chinese)

40. Tong, X., Mo, L., & Chen, Z. (2005). The effects of relational matches of entities and

FORS on the access of story analogs. Chinese Journal of Acta Psychologica Sinica,

37(4), 458-468. (In Chinese)

41. Tong, X., Mo, L., & Chen, Z. (2005). Research on development of children’s scientific

thinking. Chinese Journal of Psychological Science, 28(4), 933-936. (In Chinese)

42. Liu, Z., Mo, L., & Tong, X. (2005). Heuristic factors in choosing positive diagnostic and

negative diagnostic test. Chinese Journal of Acta Psychologica Sinica, 37(3), 328-334.

(In Chinese)

43. Tong, X., Mo, L., & Chen, Z. (2004). The effects of surface and structural features on

access to story analogs. Chinese Journal of Advances in Psychological Science, 12(6),

851-859. (In Chinese)

o Conference Papers (* Corresponding Author)

1. Tong, X.*, Tsui, R. K.-Y., & Kan, A. K.-K. (2018). Prosodic reading and reading

comprehension in Chinese and English among Cantonese-English Bilingual Children: A

longitudinal study. Proceedings of Speech Prosody 2018, Poznań, Poland: Adam

Mickiewicz University.

2. Tsui, R. K.-Y., & Tong, X.* (2018). An acoustic study on the effect of the interaction

between intonation and lexical tones on the realization of Cantonese sentence-final

particles. Proceedings of Speech Prosody 2018. Poznań, Poland: Adam Mickiewicz

University. doi: 10.21437/SpeechProsody.2018-9.

3. Choi, W., & Tong, X.* (2016). Pre-attentive perceptual integration of tones and vowels.

Proceedings of Speech Prosody 2016, Boston, MA, 317-321.

doi:10.21437/SpeechProsody.2016-65

4. Tong, X.*, & Tang, Y. C. (2016). Modulation of musical experience and prosodic

complexity on lexical pitch learning. Proceedings of Speech Prosody 2016, Boston, MA,

217-221. doi:10.21437/SpeechProsody.2016-45

5. Tsui, R. K-Y., Tong, X.*, & Fung, L. S.-C. (2016). The role of prosodic reading in

English reading comprehension among Cantonese-English bilingual children.

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Proceedings of Speech Prosody 2016, Boston, MA, 582-586.

doi:10.21437/SpeechProsody.2016-119

6. Tong, X.*, McBride-Chang, C., Burnham, D. (2011). The psycholinguistic representation

of lexical tones: The effect of phonetic context on tone processing in Cantonese-speaking

children. Proceedings of the Psycholinguistic Representation of Tone Conference 2011,

Hong Kong, 62-65.

7. Tong, X.* (2010). Toward a hierarchical representation model of lexical tones: Effects of

acoustic, segmental and semantic characteristics on tone perception in Cantonese-

speaking children. In M. Burgess, J. Davey, C. Don, & T. McMinn (Eds.), Proceedings of

20th International Congress on Acoustics, ICA 2010 (pp. 3739-3745). Sydney, Australia:

Australian Acoustical Society.

o Manuscripts Currently Under Peer Review (* Corresponding Author)

1. Tsui, R. K.-Y., & Tong*, X. (2019). A comparison of prosodic production in Cantonese

and English among Cantonese-English bilingual children. Manuscript submitted for

publication.

2. Tsui, R. K.-Y., & Tong*, X. (2018). Production of Cantonese Sentence-Final Particles:

A Window into the Complementary Distribution of Final Rising and Global Raising in

Cantonese Intonation. Manuscript submitted for publication.

3. Tong*, X., & He, X. (2018). Statistical learning of Chinese Orthographic regularities in

Children with and without Dyslexia. Manuscript submitted for publication.

4. Ng, H. K.-H., Tong*, X., & Deacon, S. H. (2016). The relation between executive

function and both word reading and reading comprehension in Cantonese-English

bilingual children. Manuscript submitted for publication.

5. Tong*, X., & Tsui, R. K.-Y., Fung, L. S.-H., & Cain, K. (2016). The role of prosody in

reading comprehension among Cantonese-English bilingual children. Manuscript

submitted for publication.

6. Wong, W. Y. & Tong*, X. (2016). Understanding Chinese high-functioning autistic

children: The simple “mind” of reading. Manuscript submitted for publication.

o Book Chapters 1. Deacon, S. H., Tong, X., & Mimeau, C. (invited, 2016). Morphological and semantic

processing in developmental dyslexia across languages: A theoretical and empirical

review. In C. Perfetti, K. Pugh, & L. Verhoeven (Eds.), Dyslexia across Languages and

Writing Systems. Cambridge: Cambridge University Press.

2. Tong, X., Lam, S., & McBride-Chang, C. (2015). Chinese literacy acquisition: A

multidimensional puzzle. In W.S-Y.Wang & C. McBride-Chang (Eds.), The International

Encyclopedia of the Social & Behavioral Science (pp. 508-514). Amsterdam: Elsevier

Ltd.

3. Deacon, S. H., & Tong, X., (2013). Unexpected poor comprehenders: Children with an

often unrecognized and profoundly debilitating reading difficulty. In M. R. Maluf & C.

Cardoso-Martins (Eds.), Como se aprende a ler e a escrever: Novas Perspectivas (How

to learn to read and write: New perspectives). Porto Alegre: GRUPOA.

4. McBride-Chang, C., Tong, X., Cho, J.-R., & Chow, Y. (2012). New directions for early

literacy development in Chinese and Korean. In K. Uichol (Eds.), International and

Cultural Psychology Series: Asia’s Educational Miracle: Psychological, Social and

Cultural Perspectives. New York: Springer.

5. Cheung, H., McBride-Chang, C., & Tong, X. (2011). Learning a non-alphabetic script

and its impact on later development of English as an L2. In A. Durgunoglu & M. Gerber

(Eds.), Language and Literacy Development of Language Learners. New York: Guilford.

6. McBride-Chang, C., Chow, Y.-Y., & Tong, X. (2010). Early literacy at home: General

environmental factors and specific parent input. In D. Aram & O. Korat (Eds.), Literacy

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Development and Enhancement Across Orthographies and Cultures (pp. 97-127). New

York: Springer.

7. Tong, X., Liu, D., & McBride-Chang, C. (2009). Metalinguistic and sub-character skills

in Chinese literacy acquisition. In C. Wood & V. Connelly (Eds.), Contemporary

Perspectives on Reading and Spelling (pp. 202-217). London: Routledge.

8. Mo, L., Chen, Z., Wang, R., Chen, H., & Tong, X. (2006). A microgenetic training on

young children’s scientific creativity. Guang Zhou: Ji Nan University Press (in Chinese).

3. EDITORSHIP

Associate Editor, Applied Psycholinguistics (2017-2020). Publisher: Cambridge University

Press, Cambridge, England.

Review Editor, “Language Sciences” section, Frontiers in Psychology (2016-current). Publisher:

Frontier, Dorigny University Campus, University of Lausanne.

Guest Associate Editor, Journal of Research in Reading (for a special issue on “Understanding

Poor Comprehenders in Different Orthographies: Universal or Language-Specific Processes?”

Publisher: Wiley-Blackwell on behalf of the United Kingdom Literacy Association. UK.

Editorial Board Member: Scientific Studies of Reading (2018-present).). Publisher: Routledge:

Taylor & Francis Group, US. Annals of Dyslexia (2014-2017). Publisher: Springer US, New

Mexico, US.

4. INVITED TALKS

o Invited International Presentations (with funding support from the host institution)

1. Tong, X. (2017, August). Cracking Chinese Orthographic codes: Statistical learning as

a key to understanding developmental dyslexia in Chinese. Kick-off Symposium Infant

Research from Asia. RIKEN Brain Science Institute, Wako City Saitama, Japan.

2. Tong, X. (2016, March). Cracking orthographic codes: What can we learn from Chinese

developmental dyslexia? Language & Literacy Lab, Department of Psychology and

Neuroscience, Dalhousie University, Halifax, NS, Canada.

(The host institution paid for the accommodation).

3. Tong, X. (2016, March). Understanding bilingual children’s reading comprehension:

The role of prosodic reading. Applied Psychology and Human Development, Ontario

Institute for Studies in Education, University of Toronto, Toronto, ON, Canada.


4. Tong, X. (2015, October). Cracking orthographic codes: What can we learn from

Chinese developmental dyslexia? College of Education and Human Development, Texas

A & M University, College Station, TX, US.


5. Tong, X. (2013, April). Perception of Chinese lexical tone and English lexical stress by

Chinese-English bilinguals: A tale of two features. AERA Annual Meeting, San

Francisco, CA, US.

(National Academy of Education/Spencer Foundation paid for the air tickets and

accommodation).

6. Tong, X. (2012, March). Becoming biliterate in English and Chinese: What is the role of

higher level phonological processing? National Academy of Education/Spencer

Fellowship Programs Spring Retreat, The Keck Center of the National Academies,

Washington, D.C., NW, US.

(National Academy of Education/Spencer Foundation paid for the air tickets and

accommodation).

9 TONG, X.

o Invited International Presentations (with no funding support from the host institution) 7. Tong, X., (2015, October). Cracking Chinese characters: What can we learn from

foreign adult learners of Chinese? Harvard Graduate School of Education, Cambridge,

MA, US.

8. Tong, X. (2015, October). Cracking orthographic codes: What can we learn from

Chinese developmental dyslexia and foreign adult learners of Chinese? Communication

Sciences & Disorders, Moody College of Communication, The University of Texas at

Austin, Austin, TX, US.

9. Tong, X. (2010, November). Speech perception and reading development. MARCS

Weekly Research Colloquia, University of Western Sydney, Sydney, NSW, Australia.

10. Tong, X. (2009, October). Morphological awareness and orthographic knowledge: Keys

to learning to read Chinese words. Chinese Program Colloquia Series, Dalhousie

University, Halifax, NS, Canada.

o Invited Local Presentations (with funding and honorarium, but declined) 1. Tong, X. (2013, January). Cross-Language perception of linguistic pitch by monolinguals

and bilinguals. Global Conference on Disorders in Auditory Processing, Literacy,

Language and Related Sciences, Department of Linguistics and Modern Languages, The

Chinese University of Hong Kong.

(Honorarium declined).

o Invited Local Presentations (with no funding support from the host institution) 2. Tong, X. (2016, February). Modulation of musical experience and prosodic complexity

on lexical pitch learning. Science of Learning-Strategic Research Themes Meeting of

Minds Series: Cross-Linguistic Constraints on Speech Perception and Production, Faculty

of Education, The University of Hong Kong.

3. Tong, X., (2014, June). Bilingual’s biliteracy acquisition in Hong Kong Children: A tale

of two writing systems. Science of Learning-Strategic Research Themes Summerfest,

Faculty of Education, The University of Hong Kong.

4. Tong, X., (2014, May). Prosody matters: The cross-linguistic relationship between

Chinese tone sensitivity and English word reading in Chinese-English bilingual children.

Science of Learning-Strategic Research Themes Talk Series, Faculty of Education, The

University of Hong Kong.

5. Tong, X. (2013, November). Understanding word reading and reading comprehension

difficulties: What can we learn from cross-language studies? Psychology Department,

South China Normal University, Guangzhou.

6. Tong X. (2012, September). Reading development and reading difficulties across

languages: The underlying linguistic and cognitive factors. Brown Bag Series, Division

of Speech and Hearing Sciences, Faculty of Education, The University of Hong Kong.

7. Tong, X. (2012, March). One goal, two approaches: Three ideas the faculty might like to

consider to move forward. Faculty of Education, The University of Hong Kong.

8. Tong, X. (2012, January). The development of segmental and suprasegmental

representation in Chinese children. Global Conference on Disorders in Auditory

Processing, Literacy, Language and Related Sciences, Department of Special Education

& Counselling, The Hong Kong Institute of Education.

9. Tong, X. (2008, March). Understanding Chinese literacy acquisition: The role of

morphological awareness, phonological and visual-orthographic awareness in early

reading, spelling and reading comprehension. Department of Psychology, Shenzhen

University, Shenzhen, China.

10 TONG, X.

o Conference Symposia

1. Tong, X. (Chair) (2017, July). Cracking orthographic codes across languages.

Symposium conducted at the Twenty-Fourth Annual Meeting of the Society for the

Scientific Study of Reading, Halifax, Canada.

2. Tong, X. (Chair) (2017, July). Morphological awareness: A key driver of literacy and

biliteracy acquisition. Symposium conducted at the Twenty-Fourth Annual Meeting of

the Society for the Scientific Study of Reading, Halifax, Canada.

3. Tong, X. (Chair) (2016, July). Unravelling the myth of bilingual reading comprehension

development: The roles of prosody ad executive functions. Symposium conducted at the

Twenty-Third Annual Meeting of the Society for the Scientific Study of Reading, Porto,

Portugal.

4. Tong, X. (Co-Chair) (2015, July). Understanding linguistic diversity and reading

comprehension across writing systems. Symposium conducted at the Twenty-Second

Annual Meeting of the Society for the Scientific Study of Reading, Hapuna Beach, HI,

US.

5. Tong, X. (Chair) (2012, October). Speech perception. Symposium conducted at the

Fourteenth International Conference on the Processing of East Asian Languages &

Symposium on Brain and Communication, Nagoya, Japan.

6. Tong, X. (Chair) (2011, July). Reading diversity: Uncovering foundation of reading in

East Asian languages. Symposium conducted at the Eighteenth Annual Meeting of the

Society for the Scientific Study of Reading, St. Pete Beach, FL, US.

7. Tong, X. (Chair) (2010, May). Developmental perspectives of morphology, vocabulary

and reading across languages. Symposium conducted at Development 2010: A Canadian

Conference on Developmental Psychology, Ottawa, Canada.

o Presentation at Refereed Conferences

1. Tong*, X., Wong, R. & Arciuli, J. (2019, Feb). The roles of vocabulary and prosody in

word reading and reading comprehension in children with and without autism spectrum

disorders. Poster session presented at The Third Annual Conference for the Association

for Reading and Writing in Asia (ARWA2019), Goa, India: Birla Institute of

Technology and Science, Pilani.

2. Tong*, X. & Chan. Y. (2018, Nov). Musical experience enhances both pitch perception

and non-native tonal word learning in children and adults. Poster session presented at

The Forty-Third Annual Boston University Conference on Language Development

(BUCLD 43), Boston, United States: Boston University.

3. Lee, S. M.-K. & Tong*, X. (2018, July). A multidimensional-bilevel approach on

Chinese spelling analysis: Unveiling cognitive behavioural spelling patterns in Chinese

children with and without dyslexia. Paper presented at the 25th Annual Conference for

the Society for the Scientific Study of Reading (SSSR), Brighton, England.

4. Tong, X., Tsui, R. K.-Y., & Kan, A. K.-K. (2018, June). Prosodic reading and reading

comprehension in Chinese and English among Cantonese-English Bilingual Children: A

longitudinal study. Poster session presented at the Proceedings of Speech Prosody 2018,

Poznań, Poland: Adam Mickiewicz University.

5. Tsui, R. K.-Y., & Tong, X. (2018, June). An acoustic study on the effect of the

interaction between intonation and lexical tones on the realization of Cantonese

sentence-final particles. Poster session presented at the Proceedings of Speech Prosody

2018, Poznań, Poland: Adam Mickiewicz University.

6. Tong, X. (2018, February). Understanding Chinese hyperlexia: The roles of theory of

mind, executive function, and pragmatic language comprehension. In M. Joshi (Chair),

Dyslexia and Hyperlexia. Symposium conducted at the 2nd Conference of Association for

Reading and Writing in Asia, Tsukuba, Japan.

11 TONG, X.

7. Tong, X., & He, X. (2017, July). Statistical learning account of Chinese orthographic

learning in Chinese children with and without dyslexia. Paper presented at the Twenty-

Fourth Annual Meeting of the Society for the Scientific Study of Reading, Halifax,

Canada.

8. Deng, Q., & Tong, X. (2017, July). Segmental and suprasegmental phonological skills in

Chinese-English bilingual children with reading comprehension difficulties. Poster

session presented at the Twenty-Fourth Annual Meeting of the Society for the Scientific

Study of Reading, Halifax, Canada.

9. Tong, X., & Wong, W. (2017, June). Statistical learning and orthographic learning in

Chinese children with dyslexia. Poster session presented at the International Conference

on Interdisciplinary Advances in Statistical Learning 2017, Bilbao, Spain.

10. Choi, T.-M. W., & Tong, X. (2017, March). A cross-language mediation model for the

contribution of Chinese lexical tone awareness to English vocabulary. Paper presented at

the Association for Reading and Writing in Asia Annual Conference 2017, The

Education University of Hong Kong, Hong Kong.

11. Tsui, R. K.-Y., Fung, L. S.-C., & Tong, X. (2017, March). The role of prosody in

reading comprehension among Cantonese-English bilingual children: A cross-language

investigation. Poster session presented at the Association for Reading and Writing in

Asia Annual Conference 2017, The Education University of Hong Kong, Hong Kong.

12. Deng, Q., Tong, X., Deacon, H., Saint-Aubin, J., & Wang, S. (2017, March). Searching

for meaning: Effects of positional typicality and functionality of radical in reading

Chinese. Poster session presented at the Association for Reading and Writing in Asia

Annual Conference 2017, The Education University of Hong Kong, Hong Kong.

13. Tong, X. (2017, March). Understanding Chinese high-functioning autistic children: The

simple “mind” of reading. Paper presented at the Association for Reading and Writing in

Asia Annual Conference 2017, The Education University of Hong Kong, Hong Kong.

14. Tong, X., Tong, X. [xiuli], & Fung, K. Y. (2017, March). Tone and auditory perception

deficit in Chinses developmental dyslexia. Poster session presented at the Association for

Reading and Writing in Asia Annual Conference 2017, The Education University of

Hong Kong, Hong Kong.

15. Choi, W., & Tong, X. (2016, December). Early neural perceptual integration of tones

and vowels: A mismatch negativity study. Poster session presented at the 16th

International Conference on the Processing of East Asian Languages, South China

Normal University, Guangzhou, China.

16. Deng, Q., Tong, X., Deacon, H., Saint-Aubin, J., & Wang, S. (2016, December).

Searching for meaning: Effects of positional specificity and functional regularity of

semantic radicals in reading Chinese. Poster session presented at the 16th International

Conference on the Processing of East Asian Languages, South China Normal University,

Guangzhou, China.

17. He, X., & Tong, X. (2016, December). Quantity matters: Children with dyslexia are

impaired in short-exposure but not long-exposure of implicit repeated sequence learning.

Poster session presented at the 16th International Conference on the Processing of East

Asian Languages, South China Normal University, Guangzhou, China.

18. Law, K. K.-S., & Tong, X. (2016, December). Levels of phonological awareness in

Chinese-English bilingual children’s word reading. Poster session presented at the 16th

International Conference on the Processing of East Asian Languages, South China


19. Tong, X., & Tang, R. (2016, December). Modulation of musical expertise and linguistic

expertise on pitch perception and non-native tone word learning. Paper presented at the

16th International Conference on the Processing of East Asian Languages, South China


12 TONG, X.

20. Tong, X., Tong, X. [xiuli], & McBride, C. (2016, December). Unpack the relations

among sublexical and lexical morphological awareness, vocabulary knowledge and

word reading in children knowledge. Poster session presented at the 16th International

Conference on the Processing of East Asian Languages, South China Normal University,

Guangzhou, China.

21. Tsui, R. K.-Y., & Tong, X. (2016, December). A cross-language comparison of

intonation patterns in Cantonese and English among Cantonese-English bilingual

children. Poster session presented at the 16th International Conference on the Processing

of East Asian Languages, South China Normal University, Guangzhou, China.

22. Choi, W., Tong, X., & Cain, K. (2016, July). First language matters: Bilingual

children's sensitivity to Chinese tones predicts English reading comprehension. Paper

presented at Monash Education Research Community 2016 Annual Conference, Monash

University, Melbourne, Australia.

23. Tong, X. (2016, July). Lexical prosody beyond L1 boundary: Chinese lexical tone

sensitivity predicts English reading comprehension via English stress. In X. Tong

(Chair), Unravelling the myth of bilingual reading comprehension development: The role

of prosody and executive functions. Symposium conducted at the Twenty-Third Annual

Meeting of the Society for the Scientific Study of Reading, University of Porto, Portugal.

24. Choi, W., & Tong, X.* (2016, May). Pre-attentive perceptual integration of tones and

vowels. Poster session presented at Speech Prosody 2016, Boston University, Boston,

MA, US.

25. Tong, X.*, & Tang, Y. C. (2016, May). Modulation of musical experience and prosodic

complexity on lexical pitch learning. Poster session presented at Speech Prosody 2016,

Boston University, Boston, MA, US.

26. Tsui, R. K.-Y., Tong, X.*, & Fung, L. S. C. (2016, May). The role of prosodic reading

in English reading comprehension among Cantonese-English bilingual children. Poster

session presented at Speech Prosody 2016, Boston University, Boston, MA, US.

27. Choi, W., & Tong, X. (2015, July). Prosody beyond L1 boundary: Cantonese tone

sensitivity predicts English text reading comprehension in Cantonese-English bilingual

children. In K. Levesque (Chair), Exploring the language-based contributions to reading

comprehension: Developmental and cross-linguistic perspectives. Symposium conducted

at the Twenty-Second Annual Meeting of the Society for the Scientific Study of Reading,

Hapuna Beach, HI, US.

28. Tong, X. (2015, July). Understanding the role of prosodic sensitivity, working memory

and reading comprehension in Chinese-English bilingual children. In X. Tong & Y-S.

Kim (Chair), Understanding linguistic diversity and reading comprehension across

writing systems. Symposium conducted at the Twenty-Second Annual Meeting of the

Society for the Scientific Study of Reading, Hapuna Beach, HI, US.

29. Zhao, J., Wei, L., Bai, Y., Zeng, Y., Yao, A., & Tong, X. (2015, July). Cognitive and

linguistic correlates of character reading among Chinese pre-school children with autism.

In Q. Zhang (Chair), Early literacy in Chinese speakers. Symposium conducted at the

Twenty-Second Annual Meeting of the Society for the Scientific Study of Reading,

Hapuna Beach, HI, US.

30. He, X., & Tong, X. (2014, July). Levels of phonological awareness: What is the role of

suprasegmental phonological awareness in Chinese children’s English word reading?

Poster presented at the Twenty-First Annual Meeting of the Society for the Scientific

Study of Reading, Santa Fe, NM, US.

31. Deacon, H.S., Tong X. & Cain K. (2014, July). Morphological and syntactic awareness:

Understanding the deficits in children with poor reading comprehension. In A. Goodwin

(Chair), Using text/word-level and student-level lenses to unravel links between

morphology, vocabulary, and comprehension. Symposium conducted at the Twenty-First

Annual Meeting of the Society for the Scientific Study of Reading, Santa Fe, NM, US.

13 TONG, X.

32. Tong, X. (2014, October). Prosody matters: The cross-linguistic relationship between

Chinese tone sensitivity and English word reading in Chinese-English bilingual children.

The Fifteenth International Conference on the Processing of East Asian Languages &

Symposium on Brain and Communication, Korea University, Seoul, Korea.

33. Tong X., Deacon, H.S., Saint-Aubin, J., & Wang, S. (2013, July). Searching for

meaning: Effects of positional specificity and functional regularity of semantic radicals

in reading Chinese. In D. Ravid (Chair), Spelling and morphology: Cross-linguistic

evidence. Symposium conducted at the Twentieth Annual Meeting of the Society for the

Scientific Study of Reading, The Chinese University of Hong Kong, Hong Kong.

34. Tong, X. (2012, October). Uncovering the myth of learning to read Chinese characters:

Phonetic, semantic, and orthographic strategies used by Chinese as foreign language

learners. In N. Furuyama & T. Joyce (Chair), Lexical modelling. Symposium conducted

at the Fourteenth International Conference on the Processing of East Asian Languages &

Symposium on Brain and Communication, Nagoya, Japan.

35. Tong, X., McBride-Chang, C., & Burnham, D. (2011, August). The psycholinguistic

representation of lexical tones: The effect of phonetic context on tone processing in

Cantonese-speaking children. Paper presented at the Psycholinguistic Representation of

Tone Conference, The Chinese University of Hong Kong, Hong Kong.

36. Tong, X., Deacon, H., & Cain, K. (2011, July). Metalinguistic awareness in English

poor comprehenders: A longitudinal study. Paper presented at the Twelfth International

Congress for the Study of Child Language, Montreal, QC, Canada.

37. Tong, X., McBride-Chang, C., & Burnham, D. (2010, December). The role of lexical

status and syllable context in Chinese children’s phonological awareness. Paper

presented at the Thirteenth Australasian International Conference on Speech Science and

Technology, La Trobe University, Melbourne, Australia.

38. Tong, X. (2010, August). Lexical tone development in Cantonese: An investigation of

tone perception, word reading and vocabulary development. Paper presented at the

Twentieth International Congress on Acoustics, ICA 2010, Sydney, Australia.

39. Tong, X., & McBride-Chang, C. (2010, July). Toward a fine-grained analysis of Chinese

morphological awareness: The roles of morphemic and submorphemic sensitivity in

Chinese word reading and vocabulary development. In R. Schiff (Chair), Morphological

processing and development in a cross-linguistic perspective. Symposium conducted at

the Seventeenth Annual Meeting of the Society for the Scientific Study of Reading,

Berlin, Germany.

40. Tong, X., & McBride-Chang, C. (2010, July). Uncovering young Chinese children’s

spelling strategies: An analysis of spelling error patterns in Chinese. In H. Deacon & N.

Kemp (Chair), The impacts of language features on spelling: Looking across ages and

writing systems. Symposium conducted at the Seventeenth Annual Meeting of the

Society for the Scientific Study of Reading, Berlin, Germany.

41. Tong, X. & McBride-Chang, C. (2010, July). Effects of linguistic manipulations and

phonological structures on Chinese children’s phonological awareness. Paper presented

at Research in Reading Chinese Conference, University of Toronto, Toronto, ON,

Canada.

42. Tong, X. (2010, June). Effects of acoustic cues and phonetic contexts on Cantonese tone

perception and acquisition. Paper presented at the 2010 Annual Meeting of the Canadian

Society for Brain, Behaviour and Cognitive Science, Halifax, NS, Canada.

43. Tong, X. (2010, April). What is unique about learning to read Chinese words? Paper

presented at Psychology and Neuroscience 36th Annual In-House Conference, Dalhousie

University, Halifax, NS, Canada.

44. Tong, X., Kirby, J., Deacon, S. H., & Cain, K. (2009, June). Understanding reading

comprehension: Is morphological processing a missing piece of the puzzle? Poster

14 TONG, X.

presented at the Sixteenth Annual Meeting of the Society for the Scientific Study of

Reading, Boston, MA, US.

45. Tong, X., & McBride-Chang, C. (2009, June). Chinese-English biscriptal reading:

Cognitive component skills across orthographies. Poster presented at the Canadian

Language and Literacy Research Network Conference: “Contextualizing Bilingualism

and Biliteracy”, Dalhousie University, Halifax, NS, Canada.

46. Tong, X., Deacon, S. H., Kirby, J., & Cain, K. (2009, May). Morphological awareness:

A key to understanding reading comprehension. Paper presented at Language & Reading

Comprehension for Immigrant Children Conference (LARCIC), Toronto, Ontario.

47. McBride-Chang, C., Tong, X., & Wong, A. M.-Y. (2009, April). Early correlates of

reading comprehension in Chinese children. Poster presented at the 2009 Biennial

Meeting of the Society for Research in Child Development, Denver, CO, US.

48. Tong, X., & McBride-Chang, C. (2009, April). Development of Chinese word reading:

Changing structural patterns of metalinguistic awareness and other cognitive skills.

Poster presented at the 2009 Biennial Meeting of the Society for Research in Child

Development, Denver, CO, US.

49. Tong, X., & McBride-Chang, C. (2008, July). Cues of radicals and positional

regularity: Strategy change in coding pseudo-Chinese characters among Hong Kong

Chinese children. Poster presented at the Fifteenth Annual Meeting of the Society for the

Scientific Study of Reading, Asheville, NC, US.

50. Tong, X., & McBride-Chang, C. (2008, July). Visual-orthographic skills and

metalinguistic skills in Hong Kong Chinese second graders and fifth graders learning to

read Chinese and English. Poster presented at the Twentieth Biennial Meeting of the

International Society for the Study of Behavioural Development, Wurzburg, Germany.

51. Tong, X. (2008, June). Toward a development model of Chinese word reading:

Understanding structural relations among sub-character processing, phonological

awareness, morphological awareness, and orthographic knowledge in Hong Kong

Chinese children. Paper presented at the Sixth Chinese Psychologist Conference, The

Chinese University of Hong Kong, Hong Kong.

52. Tong, X., & McBride-Chang, C. (2007, July). Spelling acquisition in young Chinese

children. In D. Ravid (Chair), Cross-linguistic aspects of spelling acquisition: New

research on Chinese, Dutch, Hebrew, and Brazilian Portuguese. Symposium conducted

at the Fourteenth Annual Meeting of the Society for the Scientific Study of Reading,

Prague, Czech Republic.

53. Tong, X., McBride-Chang, C., & Wong, A. M.-Y. (2007, March). Homophone

awareness and early literacy in Chinese. In I. Levin (Chair), Young children reading and

spelling words in different orthographies. Symposium conducted at the 2007 Biennial

Meeting of the Society for Research in Child Development, Boston, MA, US.

54. Tong, X., & McBride-Chang, C. (2006, October). Phonological awareness,

morphological awareness and orthographic processing uniquely explain specific literacy

skills in young Chinese children. Paper presented at the First Congress of Asia’s

Educational Miracle: Child Development in Family, School and Cultural Contexts, Inha,

South Korea.

55. Tong, X., & McBride-Chang, C. (2005, December). Early demographic predictors of

Chinese language development: A longitudinal study of Hong Kong Chinese children.

Poster presented at the Eleventh International Conference on Processing Chinese and

Other East Asian Languages, The Chinese University of Hong Kong, Hong Kong.

56. Tong, X., Mo, L., & Chen, Z. (2005, October). An eye-tracking study of the roles of

object similarity in spatial-acted relationship mapping. Paper presented at the Tenth

Congress of Chinese Psychology, Shanghai, China.

15 TONG, X.

57. Tong, X., Mo, L., & Chen, Z. (2004, August). The effects of relational matches of entity

and FOR on the access of story analogs. Paper presented at the Twenty-Eighth

International Congress of Psychology, Beijing, China.

4. RESEARCH GRANTS

o External Peer-Reviewed Competitive Research Grants: Hong Kong ECS and GRF

Grants

1. Tong, X. (PI) (2018-2021). From mind reading to text reading: What are the roles of

executive function and pragmatic language comprehension?. Hong Kong Research

Grants Council (RGC)/General Research Fund. 17609518. HK $1,049,850.

2. Tong, X. (PI) & He, X. (Co-I). (2016-2018). Discovering hidden regularities in print:

Chinese dyslexic children’s statistical learning of sublexical orthographic regularities.

Hong Kong Research Grants Council (RGC)/General Research Fund. 17673216. HK

$527,646.

3. Tong, X. (PI) & Cain, K. (Co-I) (2014-2017). Becoming a skilled comprehender in both

Chinese and English: Prosodic sensitivity and working memory in bilingual children’s

reading comprehension. Hong Kong Research Grants Council (RGC)/Early Career

Scheme. 27402514. HK$948,091.

4. Tong, X. (PI, HK) & Cain, K. (Co-PI, UK). (2013-2014). Language-specific and

language-general influences on reading comprehension development: Comparisons

between an alphabetic and morphographic script. UK Economic and Social Research

Council/Hong Kong Research Grants Council (RGC) Joint Grant Scheme.

ES/K010425/1. HK$348,692.

o External Peer-Reviewed Competitive Research Grants: Spencer Grant and Others

1. Mazuka, R., Burnham, D., Cho, Y., Tong, X., (Co-I), & Onsuwan, C. (2016-2018).

Seeking the onset of infant speech development: An explanation of developmental

mechanisms from the perspective of Asian languages. Japan Society for the Promotion of

Science (16H06319). ￥113,360,000.

2. Tong, X. (PI) & Mo, L. (Co-I) (2014-2015). A cross-linguistic investigation of multilevel

interactions between Chinese lexical tone and English lexical stress in Chinese and

English monolinguals and Chinese-English bilinguals. South China Normal University,

International Collaborative Research Grant, CNY$250,000.

3. Zhao, J. (PI), Tong, X. (Co-I), Yi, L., Dixon, Q. L., Cen, C. & Pan, J. (2013-2016). The

literacy environment and early literacy development of children with autism spectrum

disorders. National Social Science Foundation Grant. CNY$180,000.

4. Tong, X. (Sole PI) (2011-2013). Becoming biliterate in Chinese and English: What is

the role of higher phonological processing? U.S. National Academy of

Education/Spencer Foundation Postdoctoral Fellowship Program. USD$55,000.

o Internal Grants

1. Tong, X. (PI). (2019-2020). Understanding the co-development of Chinese and English

billiteracy and its relation with prosodic sensitivity in Hong Kong ethnic minority

students and native Chinese students. The University of Hong Kong Seed Funding

Programme for Basic Research. HK$93,200.

2. Tong, X. (PI), & Tsui, R. K.-Y. (2018-2019). Are all lexical tones perceived equally by

Cantonese infants? Tracing the source of difficulty of lexical tone perception and the

16 TONG, X.

development of lexical tone perception during the first year of life. The University of

Hong Kong Seed Funding Programme for Basic Research. HK$111,050.

3. Tong, X. (PI). (2018). Understanding reading comprehension difficulties in Chinese

hyperlexia: The roles of theory of mind and executive function. The University of Hong

Kong, Education Faculty Research Fund. HK$30,000.

4. Tong, X. (PI). (2017-2018). From mind reading to text reading: Understanding the roles

of theory of mind and executive function in reading comprehension impairment for high-

functioning children with ASD. The University of Hong Kong Seed Funding Programme

for Basic Research. 201410159033. HK$77,570.

5. Tong, X. (PI). (2015-2016). A hidden dimension: Statistical learning in Chinese dyslexic

children. The University of Hong Kong Seed Funding Programme for Basic Research.

201410159033. HK$826,000.

6. Tong, X. (PI). (2015). The native and non-native architectures of bilingual

suprasegmental speech perception in Cantonese-English bilinguals: An ERP study. The

University of Hong Kong Education Faculty Research Fund. HK$30,000.

7. Tong, X. (PI) (2014-2015). Linguistic and non-linguistic pitch perception and working

memory in Cantonese-English Bilinguals. The University of Hong Kong Seed Funding

Programme for Basic Research. 201310159040. HK$47,900.

8. Tong, X. (PI). (2014). Which cues matter? The role of positional, phonetic and semantic

cues in invented character learning among Hong Kong Chinese children. The University

of Hong Kong Education Faculty Research Fund. HK$30,000.

9. Tong, X. (PI) (2013-2015). Linguistic pitch perception in Chinese-English bilinguals:

Cross-level and cross-language perceptual interactions. The University of Hong Kong

Seed Funding Programme for Basic Research. 201210159050. HK$84,100.

10. Tong, X. (PI). (2013). The myth of learning to read Chinese characters: Phonetic,

semantic and orthographic strategies used by Chinese as foreign language learners. The

University of Hong Kong Education Faculty Research Fund. HK$30,000.

11. Tong, X., (PI). & Burnham, D. (Co-I) (2012-2014). Cross-language perception of

Cantonese lexical tone and English lexical stress in bilingual speakers. The University of

Hong Kong Seed Funding Programme for Basic Research. 201202159006. HK$119,965.

12. Tong, X. (PI). (2012).Cross-language perception of lexical tones and lexical stress in

Hong Kong bilingual children. The University of Hong Kong Education Faculty

Research Fund. HK$30,000.

13. Tong, X. (PI). (2010-2011). Cross-language representation of pitch in bilingual infants:

One or two acquisition. Western Sydney University Research Grant Scheme,

AU$24,941.

14. McBride, C., (PI), & Tong, X. (Co-I). (2007-2008). Toward a developmental model of

word reading in Chinese: Phonological awareness, morphological awareness and

orthographic knowledge. Chinese University of Hong Kong Direct Grant. HK$200,000.

TEACHING AND LEARNING

1. CLASSROOM TEACHING

o Problem-based Learning Tutor

o Independent Courses:

Research Methods and Statistics for SHS (Double-Cohort Teaching: 95 students)

School-aged Children’s Language and Literacy Disorders

o Skills Labs

Research Methods and Statistics for SHS

17 TONG, X.

Developmental Dyslexia

Poor Comprehenders

Linguistic Analysis of Chinese

o Master Lectures

Emergent Literacy

Reading Development and Difficulties in Chinese and English

Bilingual Reading Comprehension Development

o Dissertation Seminar

Review of Statistics

2. CURRICULUM DEVELOPMENT AND TEACHING INNOVATION

Faculty Teaching Development Fund: Tong, X., (PI). & Weekes, B. (2013). Improving

learning through Moodle: A new approach to teaching Research Methods and Statistics in

Problem-Based Learning (PBL) environments. Faculty Teaching Development Fund/e-

Learning Development Fund, HK$25,000. Funds were used to establish an e-learning

Moodle platform to improve the teaching of Research Methods and Statistics for SHS

students.

Design New Cases for Problem-Based Learning Curriculum: During 2013-2014, I

designed two new PBL cases on the topics of trilingualism and emergent literacy to meet

international standards and to include a more local community context.

AEC Goal-Oriented PBL Tutoring Approach: I developed a systematic tutoring

approach that helps my students more precisely articulate case problems (Analytical) in a

concise way (Economical) in order to formulate sensible decisions and solutions (Critical).

Through this approach, my students can think more critically, creatively, and

empathically.

3. POSTGRADUATE STUDENT SUPERVISION

o Mphil Student

He Xinjie (2013-2015): Completed; Outstanding Postgraduate Student Research

Award. Thesis Title: Statistical Learning: A New Perspective on Chinese Orthographic

Learning in Normal and Dyslexic Readers.

Lee Man Kit, Stephen (2017-2019)

Thesis Title: A Cognitive-Based Treatment Approach for Chinese Developmental

Dyslexia: Working Memory Training.

o Ph.D Students

Choi Tsun Man, William (2014-2018): Completed;

Best Research Postgraduate Student Publication Award from the Faculty of

Education, The University of Hong Kong, 2018

Croucher Fellowship for Postdoctoral Research, 2018

Best Research Postgraduate Student Publication Award from the Faculty of


Research Postgraduate Student Teaching Award from the Faculty of


Fullbright-RGC Hong Kong Research Scholar Award 2017-2018 (He will visit

Massachusetts Institute of Technology from September, 2017 to July, 2018.)

Language Learning Dissertation Grant from the Journal of Language

Learning (2017)

18 TONG, X.

Awardee of the Pilot Scheme on International Experience for Graduate

Student (He will visit Stony Brook University from April to July, 2017.)

Faculty Postgraduate Student Research Visit Award to Monash University in

2015 Thesis Title: Expanding the Native and Non-Native Architectures of Speech

Perception: An ERP Study of Tone and Stress Perception in Cantonese-English

Bilinguals.

Tsui Ka Ying, Rachel (2015-2019)

Faculty Postgraduate Student Research Visit Award to The University

College London Institute of Education in 2018

Research Postgraduate Student Teaching Award from the Faculty of


Philip K. H. Wong Foundation Postgraduate Fellowship, RIKEN Brain

Science Institute Summer 2016 Internship Thesis Title: Are All Lexical Tones Perceived Equally by Chinese Infants? Behavioral

Evidence for the Development of Lexical Tone Perception During the First Year of

Life.

Deng Qinli (2016-2019)

Thesis Title: The Neural Mechanisms Underlying Syntactic Processing among Deaf

and Hearing Children: An fMRI Study.

o Co-Supervised Ph.D Students

Zhu Shufeng (2011-2015) (Co-supervised with Professor Lena Wong): Completed.

Thesis Title: The Influence of Tone and Consonants on Sentence Perception in

Mandarin-Speaking Children with Prelingual Hearing-Impairment.

Keerthi Ramanujan (2014-2018) (Co-supervised with Professor Brendan Weekes):

Completed.

Wong Wing Sze (2017-2020)

Thesis Title: To be determined.

Ambreen Saira (2019-2023) (Co-supervised with Dr. Carol To)

Thesis Title: To be determined.

4. SUPERVISION OF 21 BSC FINAL-YEAR DISSERTATION STUDENT PROJECTS

2011-2012

Chan Yim In, Yen

Dissertation Title: From Radical to Character: The Role of Semantic, Phonetic and

Positional Cues in Children’s Novel Character Learning.

Lee Mei Ling, Meg

Dissertation Title: Perception of Linguistic Pitch in Cantonese-English Bilingual Speakers.

Yip Hew Yan, Joanna: The Best Paper Presentation Award at the Annual

Presentation of B.Sc. (Speech and Hearing Science) Final Year Dissertation Dissertation Title: Exploring the Role of Radicals in Novel Character Learning among

Chinese as Foreign Language Learners.

2012-2013

Fung King Yiu, Andy

Dissertation Title: Cross-Linguistic Perception of Pitch of Chinese Dyslexic Children.

Tsang Yin Lok, Rocky

Dissertation Title: Effect of Music Training on Lexical Tone Perception in Chinese

Dyslexic Children.

19 TONG, X.

Wong Wai Man, Denise

Dissertation Title: Routes to Learning Chinese Characters: Strategies Used by Japanese

and Korean as Foreign Language Learners.

2013-2014

Choi Tsun Man, William: The Best Paper Presentation Award at the Annual

Presentation of B.Sc. (Speech and Hearing Science) Final Year Dissertation

Dissertation Title: Suprasegmental Speech Perception, Working Memory and Reading

Comprehension in Cantonese-English Bilingual Children.

Cheung Sau Ping, Jasmine

Dissertation Title: Character Encoding Strategies by Non-Native Mandarin Speakers.

Leung Wing Si, Wincy

Dissertation Title: Chinese Dyslexia’s Statistical Learning and Orthographic Regularity

Learning.

2014-2015

Fung Shing Chun, Leo

Dissertation Title: The Role of Prosodic Reading in Reading Comprehension among

Cantonese-English Bilingual Children.

Lee Man Kit, Stephen: Undergraduate Overseas Research Internship Award

Dissertation Title: From Pitch to Word: Perception and Learning of Novel Words with

Lexical Tone and Lexical Stress in Cantonese-English Bilingual Children.

Ng Sze Ki, Kathleen

Dissertation Title: From Oral Vocabulary to Text Reading Comprehension: The Role of

Working Memory

Tang Yee Ching, Regis: Speech and Hearing Sciences Best Dissertation Book Prize for

2014-2015, HK$ 3,000.

Dissertation Title: Modulation of Musical Experience and Prosodic Complexity on

Lexical Pitch Learning.

2015-2016

Chan Siu Ki Chuck: The Best Poster Presentation Award at the Annual Presentation

of B.Sc. (Speech and Hearing Science) Final Year Dissertation Dissertation Title: Impact of Language Dominance on Phonetic Transfer in Cantonese-

English Bilingual Language Switching.

Man Yuen Ying, Mandy

Dissertation Title: Effects of Linguistic Background and Music Experience on Melodic

Pitch and Linguistic Pitch Processing.

Ng Ka Hei, Heidy: Undergraduate Overseas Research Fellowship; The Best Poster

Award at the HKU Undergraduate Research Fellowship Presentation Dissertation Title: Understanding the Relationship between Executive Functions and

Reading in School-Age Children.

Wong Wing Yan, Ruby: Undergraduate Research Fellowship

Dissertation Title: Understanding Chinese High-Functioning Autistic Children: The

Simple “Mind” of Reading.

2016-2017

Chai Wai Sum, Kardia: The Best Oral Presentation Award at the Annual

Presentation of B.Sc. (Speech and Hearing Science) Final Year Dissertation Dissertation Title: Understanding the Roles of Theory of Mind and Cognitive Control in

Language Comprehension among Chinese ASD Children.

Chan Yuk Ying, Yoyo

20 TONG, X.

Dissertation Title: Effect of Music Training on Second Language Learning.

Fong Tsz Ho, Marco

Dissertation Title: Implicit Learning of Chinese Orthography in Chinese Dyslexic

Children.

Kan Ki Fung, Alvis

Dissertation Title: Prosodic Reading: A Comparison of Prosodic Production in

Cantonese and English among Cantonese-English Bilingual Children

2017-2018

Lai Hoi Ying, Gloria

Dissertation title: Effect of Music Experience and Linguistic Background on Pitch Accent

Language Learning.

Lau Wing Tung, Winnie

Dissertation title: Cantonese-learning Infants’ Perception of Mandarin Tones.

Mak Ching Man, Charmaine

Dissertation title: Effects of Oral Language Intervention on Oral Language Skills and

Reading Comprehension: A Randomized Controlled Trial.

Ng Mei Shuen, Sana

Dissertation title: Auditory Statistical Learning and Tone Perception of Hong Kong

Children with Developmental Dyslexia.

Wong Kai Yee, Michelle

Dissertation title: Understanding the Roles of Theory of Mind and Receptive Prosody in

Pragmatic Language Comprehension among Chinese Children with Autism Spectrum

Disorders.

2018-2019

Lam Hin Yan, Joseph

Dissertation title: Other cognitive strengths in Hong Kong Children with developmental

dyslexia.

Li Tsz Mei, Cara: Undergraduate Overseas Research Fellowship

Dissertation title: Understanding the roles of theory of mind and receptive prosody in

reading comprehension among Chinese children with autism spectrum disorder.

So Kwan Wah, Maegan

Dissertation title: Cantonese-learning infants’ perception of English stress.

Wong On On, Ann: Undergraduate Overseas Research Fellowship

Dissertation title: Literacy development in second-language learners: The co-

development of Chinese and English biliteracy in native and non-native Cantonese

speaking children in Hong Kong.

Wong Si Ho, Elmo: Undergraduate Overseas Research Fellowship

Dissertation title: Comprehension monitoring in Chinese-English bilingual good and

poor comprehenders.

SERVICE

1. DIVISION SERVICE

Mphil Thesis Internal Examiner: The Effect of Priming and Verbal Short-Term Memory

on Word Learning in Cantonese-Speaking Children: A Development Study (by Lau Hui

Mei)

Ph.D. Thesis Internal Examiner: Relationships among Individual Differences in Speech

Perception, Speech Production, and Cognitive Functions: A Case Study of Cantonese

Tone Merger (by Ou Jinghua).

21 TONG, X.

Organizer: May Symposium on Speech and Hearing Sciences. Division of Speech and

Hearing Sciences, Faculty of Education (2012)

Year Coordinator (September 2011-present)

2. FACULTY SERVICE

Faculty Higher Degrees Committee (August 2016-July 2019)

Faculty Teaching & Learning Quality Committee (September 2015-August 2017)

Faculty Library Committee (September 2013- August 2016)

Faculty Research Ethics Committee (September, 2013- August 2015)

BSc(SHS) Committee (August 2013-July 2016)

Hong Kong Putonghua Education and Assessment Centre Committee of Management

(September 2012-August 2014; September 2014-August 2016; September 2016-August

2018)

Faculty Review Committee (September 2012- August 2014)

Faculty Independent Reviewer for the Mphil/Ph.D. Applications (2012-2013; 2013-2014)

Convenor for Confirmation Seminar of RPG Students (2011-present)

3. UNIVERSITY SERVICE Academic Advisor for DSE Students (September 2013-present)

4. PROFESSIONAL SERVICE

Editorial Board Member, Scientific Studies of Reading (2018-present). Annals of

Dyslexia (2014-2017): New York, NY, US: Springer US.

Member in the Membership Committee, the Society for the Scientific Study of

Reading (2019-present)

Voting member, the Society for the Scientific Study of Reading (2008-present)

Member, Association for Psychological Science (2008-2010)

Member, International Reading Association (2008-2009)

Member, Society of Chinese Psychology (2004-2008)

5. Internal and External Examiners

External Examiner: Master Thesis Zhen (Jenny) Zheng: Lexical Retrieval and

Attentional Control in Bilingualism. (May 2017)

Internal Examiner: Dr. Ou Jinhua: Relationships among Individual Differences in

Speech Perception, Speech Production, and Cognitive Functions: A Case Study of

Cantonese Tone Merger. Division of Speech and Hearing Sciences, The Univesity of

Hong Kong (May 2016)

Internal Examiner: Mr. Cheung Hong Kei Edmond: The Heterogeneity of Reading and

Writing Difficulties, Department of Psychology, The University of Hong Kong (August,

2018)

Internal Examiner: Dr. Tong Nga Yui: Syntactic Development of Mandarin-Speaking

Preschoolers in Beijing: Trends and Contributions. Division of Learning, Development

and Diversity, Faculty of Education, The University of Hong Kong

5. AD HOC REVIEWER FOR PEER-REVIEWED CONFERENCES

A reviewer for the Language and Communication session for the 2019 SRCD Biennial

meeting to be held in Baltimore, Maryland.

A reviewer for the Asia-Pacific Babylab Constellation 2018 , Nanyang Technological

University, Singapore, Oct 4-5, Singapore

6. AD HOC REVIEWER FOR PEER-REVIEWED JOURNALS

22 TONG, X.

Date: March 14, 2019

American Journal of Speech-Language Pathology (2015-present): Rockville, MD, US:

American Speech-Language-Hearing Association.

Annals of Dyslexia (2011-present): New York, NY, US: Springer US.

Applied Psycholinguistics (2010-present): Cambridge, United Kingdom: Cambridge

University Press.

Bilingualism: Language and Cognition (2008-2012): Cambridge, United Kingdom:

Cambridge University Press.

British Journal of Developmental Psychology (2008-present): Hoboken, NJ, US: Wiley.

British Journal of Educational Psychology (2008-present): Hoboken, NJ, US: Wiley.

Clinical Linguistics & Phonetics (2013-present): Abingdon, United Kingdom: Taylor &

Francis Group.

Contemporary Educational Psychology (2014-present): Amsterdam, Netherlands:

Elsevier.

Educational Psychology (2015-present): Abingdon, United Kingdom: Taylor & Francis

Group.

Developmental Psychology (2011-present): Washington, DC, US: American

Psychological Association.

Journal of the Acoustical Society of America (2011-present): Melville, NY, US:

Acoustical Society of America.

Journal of Educational Psychology (2010-present): Washington, DC, US: American

Psychological Association.

Journal of Experimental Child Psychology (2010-present): Amsterdam, Netherlands:

Elsevier.

Journal of Language, Speech, and Hearing Research (2011-present): Rockville, MD, US:


Journal of Learning Disabilities (2012-present): Thousand Oaks, CA, US: SAGE.

Journal of Research in Reading (2010-present): Hoboken, NJ, US: Wiley.

Language and Speech (2012-present): Thousand Oaks, CA, US: SAGE.

Language, Speech, and Hearing Services in Schools (2014-present): Rockville, MD, US:


Learning and Instruction (2014-present): Amsterdam, Netherlands: Elsevier.

PLOS ONE (2011-present): San Francisco, CA, US: PLOS.

Reading and Writing: An Interdisciplinary Journal (2011-present): Dordrecht, The

Netherlands: Springer Netherlands.

23 TONG, X.

References

1. Professor Catherine Snow

Patricia Albjerg Graham Professor of Education

Graduate School of Education

Harvard University

313 Larsen Hall

Cambridge, MA 02138

Phone: 617-495-3563

Email: [email protected]

2. Professor Catherine McBride 3. Professor Hélène Deacon

Director of Developmental Center Director of Language and Literacy Lab

Psychology Department Psychology and Neuroscience Department

The Chinese University of Hong Kong Dalhousie University

Shatin, N. T. Life Science Centre, 1335 Oxford Street

Hong Kong Halifax, Nov Scotia, B3H 4J1, Canada

Phone: 852-2609-6576 Phone: 902-494-2538

Email: [email protected] Email: [email protected]

mailto:[email protected]



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