Catherine Alexandra MCBRIDE





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Ph.D.,Southern California
Choh-Ming Li Professor of Psychology
Rm 333, Sino Building
cmcbride@psy.cuhk.edu.hk
3943 6576
2603 5019






Brief IntroductionCurriculum Vitae
Professor Catherine McBride is a developmental psychologist at The Chinese University of Hong Kong, and she is the founding President for theAssociation for Reading and Writing in Asia. She specializes in reading development and impairment across cultures and has published papers on a variety of topics including parenting, creativity, child abuse, peer relations, and children's literacy development. The author of approximately 200 peer-reviewed journal articles, 20 book chapters, and 4 books, Professor McBride has also done a variety of work as an editor. Currently, she serves as an Associate Editor for Reading and Writing, as well as for the International Journal of Behavioral Development.
Webpages related to her or her recent research:
Google scholar page
Wikipedia page
The importance of dialogic reading for early learning in children
10-year plus longitudinal study of language and literacy development in Chinese children in both Hong Kong and Beijing
Early literacy for Chinese children and its learning implications.
Professor McBride is currently the principal investigator of a longitudinal twin study. The project aims to understand how genetic and environmental factors are associated in literacy development of young children. The project is now recruiting twins aged from 5 to 9 years. Interested parties may visit thefacebook pageorwebsite for more details.






Teaching Areas2021-2022
PSYC4910- Senior Thesis Research I
PSYC4920- Senior Thesis Research II
PSYC6300- Writing and Presentation



2020-2021
PSYC4910 Senior Thesis Research I
PSYC4920 Senior Thesis Research II
PSYC5220 Independent Study in Human Development
PSYC6300 Writing and Presentation
PSYC7021 Seminar in Developmental Psychology










Research InterestsSocial and cognitive development; language and reading development; parenting and psychosocial outcomes.
"Right now, I am working on research related to whether it is possible to have reading difficulties only in Chinese or English among Hong Kong Chinese children. In addition, I am interested in whether Chinese children may have particular difficulties in writing and if so what forms they might take. I am interested in writing because calligraphy and stroke order and various aspects of writing in Chinese are seemingly very important for learning Chinese, much more so than in alphabetic orthographies."






PublicationsRecent
Zhou, Y., McBride, C., Leung, J. S. M., Wang, Y., Joshi, M., & Farver, J. (2017). Chinese and English reading-related skills in L1 and L2 Chinese-speaking children in Hong Kong. Language, Cognition and Neuroscience, 1-13.
Tong, X., & McBride, C. (2017). A reciprocal relationship between syntactic awareness and reading comprehension. Learning and Individual Differences, 57, 33-44.
Tong, X., & McBride, C. (2017). English Word Reading Difficulties and Orthographic Processing Weaknesses in Chinese–English Bilingual Adolescents With Dyslexia. Topics in Language Disorders, 37, 170-181. doi: 10.1097/TLD.0119
Tong, X., Tong, X., & 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
Kalindi, S.C, McBride, C., & Dan, L. (2017). Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba. Reading Research Quarterly. doi: 10.1002/rrq.180
Tong, X., Tong, X., & McBride, C. (2017). Radical sensitivity is the key to understanding Chinese character acquisition in children. Reading and Writing, 1-15. doi: 10.1007/s11145-017-9722-8
Wong, S., Ho, C., McBride, C., Chow, B., & Waye, M. (2017). Less is More in Hong Kong: Investigation of Biscriptal and Trilingual Development Among Chinese Twins in a (Relatively) Small City. Twin Research and Human Genetics, 20, 66-71. doi:10.1017/thg.2016.90
Su, M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., Zhang, Y., Liang, W., Zhang, Z., Ramus, F., & Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49, 54-63. doi: 10.1016/j.learninstruc.2016.12.0031.

Books
McBride, C. (2016). Children's Literacy Development: A Cross-cultural perspective on learning to read and write. Oxford: Routledge.
Kucircova, N., Snow, C., Grover, V., & McBride, C. (Eds.). (2017). International companion to early literacy education. Oxford: Routledge.
McBride-Chang, C., & Chen, H.C. (Eds.). (2003). Reading Development in Chinese Children. Westport, CT: Praeger Publishers.
McBride-Chang, C. (2004). Children's Literacy Development (Texts in Developmental Psychology Series). London: Edward Arnold/Oxford Press.








Editorial BoardsAssociate Editor, International Journal of Behavioural Development (2015-present)
Associate Editor, Reading and Writing (2011-2016)
Associate Editor, Developmental Psychology (2006-2013)
Associate Editor, Journal of Research in Reading (2009-2011)
Associate Editor, Education Section, International Encyclopedia of Social and BehavioralSciences (2nd edition) (2011-2015)
Editorial Board, Child Development Perspectives (2011-present)
Editorial Board, Scientific Studies of Reading (2002-present)
Editorial Board, Annals of Dyslexia (2003-2010)
Editorial Board, Literacy Studies: Perspectives from Cognitive Neurosciences,Linguistics, Psychology, and Education (book series--2004-present)
Editorial Board, Journal of Experimental Child Psychology (2005-2012)
Editorial Board, Reading Research Quarterly (2006-2011)
Editorial Board, Journal of Educational Psychology (2006-present)
Editorial Board, Psychological Science (2007-2008)
Editorial Board, Educational Researcher (2010-present)
Editorial Board, Applied Psycholinguistics (2012-present)
Editorial Board, Child Development (2013-2015)