佟秀紅博士
助理教授
https://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/TONG_Xiuhong_edited.jpg
(852) 2948 7882
D1-2/F-21
xhtong@eduhk.hk

Introduction
Dr. Tong received her Ph.D. in Psychology from The Chinese University of Hong Kong (CUHK). She then completed her postdoctoral training at CUHK. She worked as a research professor at Hangzhou Normal University before joining The Education University of Hong Kong. Her main research interests focus on language learning and reading development and difficulties with multiple approaches.
Highest Degree Obtained
Ph.D., Developmental Psychology, Department of Psychology, The Chinese University of Hong Kong, 2013
Membership of Professional Societies
Voting Member, Society for Scientific Studies of Reading
Honours/Awards
APS Rising Star, Association for Psychological Science, 7/12/2019
Hangzhou 131 Talent Young Scholar, 2017
Teaching in Current Academic Year
Motivation and Self-Regulated Learning Theory and Practice
Current External Competitive Grants
The Intriguing Role of Syntactic Awareness in One Language and Reading Comprehension and Reading Comprehension Difficulty in Another Language in Chinese-English Bilingual Children: A Longitudinal Study. HK$ 809,000 (2021-2023), funded by the Hong Kong Research Grants Council (PI: Xiuhong Tong; Co-I: Hélène Deacon, Kwan Lok Yin Joyce).
Neurocognitive Developmental Mechanisms Underlying Statistical Learning of Chinese Orthography in Hong Kong Chinese Children: A Longitudinal ERP Study (2020-2023).HK$ 1,002,360, funded by the Hong Kong Research Grants Council, Early Career Scheme (PI: Xiuhong Tong).
Within- and Across- Language Contribution of Syntactic Awareness to Reading Comprehension in Chinese-English Bilingual Children (2018-2019). HK $99,960 funded by Internal Research Grantof EdUHK (PI: Xiuhong Tong).
Consultancy in Past 3 Years
Consulting Editor, Educational Psychology, 2020, April 20 to 2022, March 31.
Child Development; Neuropsychologia; Journal of Educational Psychology; Journal of Bilingualism: Brain and Cognition; Journal of Learning Disabilities; Journalof Psychonomic Bulletin & Review; Applied Psycholinguistics; Reading and Writing; International Journal of Psychophiology; International ?Journal of Bilingual Education and Bilingualism; Plos One; Journal of Research in Reading, Research in Developmental Disabilities
Selected Recent Publications
Journal Publications
Tong, X., Wang, Y., & Tong, X.(2020) The Neurocognitive Correlates of Statistical Learning of Orthography-Semantic Connections in Chinese Adult Learners. Neuroscience Bulletin.
Tong, X., Wang, Y., & Tong, X.(2020) The Neural Signature of Statistical Learning of Orthography. Frontiers in Human Neuroscience,14, 26.
Tong, X., Shen, W., Li, Z, Xu, M. Pan, L.,& Tong, X.(in press). Phonological, not Semantic, Activation Dominates Chinese Character Recognition: Evidence from a Visual World Eye-Tracking Study. Quarterly Journal of Experimental Psychology.
Tong, X., Leung, W. W., & Tong, X. (2019). Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia. Research in Developmental Disabilities. 92, 103443. https://doi.org/10.1016/j.ridd.2019.103443
Siu, T. S. C., McBride, C., Tse, C. S., Tong, X., & Maurer, U. (2018). Evaluating the effects of metalinguistic and working memory training on reading fluency in Chinese and English: A randomized controlled trial.Frontiers in Psychology,9, 2510.
Shen, W., Li, Z., & Tong*, X. (2018). Time Course of the Second Morpheme Processing During Spoken Disyllabic Compound Word Recognition in Chinese.Journal of Speech, Language, and Hearing Research,61(11), 2796-2803.
Lo, J. C. M., Ye, Y., Tong, X., McBride, C., Ho, C. S. H., & Waye, M. M. Y. (2018). Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong.Writing Systems Research, 1-17.
Tan, Y., Tong, X., Chen, W., Weng, X., He, S., & Zhao, J. (2018). Vernier But Not Grating Acuity Contributes to an Early Stage of Visual Word Processing.Neuroscience Bulletin, 1-10.
Shen, W., Qu, Q., & Tong*, X (2018). Visual Attention Shift to Printed Words during Spoken Word Recognition in Chinese: The Role of Phonological Information. Memory & Cognition.
Zhang, J., Meng, Y., Tong, X., Yuan, Z., & Wu, C. (2017). Exploring the Neural Correlates of Lexical Stress Perception in English among Chinese-English Bilingual Children with Autism Spectrum Disorder: an ERP Study.Neuroscience letters.
Tong, X., McBride, C., Shu, H., &Ho, C.S. (2017). Reading Comprehension Difficulties in Chinese-English Bilingual Children. Dyslexia.
Tong, X., McBride, C., Ho, C. S. H., Waye, M. M. Y., Chung, K. K. H., Wong, S. W. L., & Chow, B. W. Y. (2017). Within-And Cross-Language Contributions of Morphological Awareness to Word Reading and Vocabulary in Chinese–English Bilingual Learners.Reading and Writing, 1-22.
Tong, X., McBride, C., & Lo, J. C. M., & Shu, H. (2017). A Three-Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness. Dyslexia.
Tong, X., Tong, X., & King Yiu, F. (2017). Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children With Developmental Dyslexia.Journal of Learning Disabilities, 2018.
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 Pattern Recognition Weaknesses in Chinese –English Bilingual Adolescents with Dyslexia. TopicsinLanguageDisorders.
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.
Dulay, K., Tong, X., & McBride, C. (2017). The Role of Foreign Domestic Helpers in Hong Kong Chinese Children’s English and Chinese Skills: A Longitudinal Study. Language Learning. 67(2), 321-347.
Tong*, X., Tong, X., & McBride, C. (2017). RadicalSensitivity is the Key to Understanding Chinese Character Acquisition in Children. Reading and Writing. 1-15.
Choi, W., Tong, X., Tong, X., & Gu, F. (2017). On the Early Neural Perceptual Integrality of Tones and Vowels. Journal of Neurolinguistics, 41,11-23
Tong, X., Lo, J. C. M., McBride, C., Ho, C. S. H., Waye, M. M. Y., Chung, K. K. H., & Chow, B. W. Y. (2016). Coarse And Fine N1 Tuning For Print In Younger And Older Chinese Children: Orthography, Phonology, Or Semantics Driven?.Neuropsychologia,91, 109-119.
Tong, X., Maurer, U; Chung, K., & McBride, C. (2016). Neurophysiological Specialization for Print in Chinese-English Bilingual Children. Journal of Neurolinguistics.
Li, T., Wang, Y., Tong, X., & McBride, C. (2016). A Developmental Study of Chinese Children’s Word and Character Reading.Journal of psycholinguistic research, 1-15.
Tong*, X., & McBride, C. (2015). Reading Comprehension Mediates The Relationship Between Syntactic Awareness And Writing Composition In Children: A Longitudinal Study. Journal of Psycholinguistics.
Tong, X., Tong, X., & McBride, C. (2015). Tune In To The Tone: Lexical Tone Identification Is Associated With Vocabulary And Word Recognition Abilities. Language and Speech. 2988.
Kalindi, S. C., McBride, C., Tong, X., Wong, N. L. Y., Chung, K. H. K., & Lee, C. Y. (2015). Beyond Phonological And Morphological Processing: Pure Copying As A Marker Of Dyslexia In Chinese But Not Poor Reading Of English. Annals of dyslexia, 1-16.
Kalindi, S., McBride, C., Chan, S., Chung, K., Lee, C-Y., & Tong, X. (2015). A Short Test of Word Recognition for English Language Learners. Child Studies in Asia-Pacific Contexts.
Tong, X., McBride, C., Zhang, J., Chung, K. K., Lee, C. Y., Shuai, L., & Tong, X. (2014). Neural Correlates of Acoustic Cues of English Lexical Stress in Cantonese-Speaking Children.Brain and language,138, 61-70.
Tong, X., McBride, C., Lee, C. Y., Zhang, J., Shuai, L., Maurer, U., & Chung, K. K. (2014). Segmental and Suprasegmental Features In Speech Perception in Cantonese‐Speaking Second Graders: An ERP Study. Psychophysiology, 51(11), 1158-1168.
Tong, X., Chung, K., & McBride, C. (2014). Two-Character Chinese Compound Word Processing In Chinese Children with and Without Dyslexia: ERP Evidence. Developmental neuropsychology, 39(4), 285-301.
Tong, X., Mo, J., Shu, H., Zhang, Y., Chan, S., & McBride-Chang, C. (2014). Understanding Chinese Children's Complex Writing: Global Ratings and Lower-Level Mechanical Errors. Writing Systems Research, 6(2), 215-229.
Tong, X., Tong, X., Shu, H., Chan, S., & 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.
Tong, X., Tong, X., & McBride, C. (2013). A Tale of Two Writing Systems: Double Dissociation and Metalinguistic Transfer between Chinese and English Word Reading among Hong Kong Children. The Journal of Learning Disabilities.1-16.
Chung, K.K.H, Tong, X., & McBride-Chang, C. (2012). Evidence for a Deficit in Orthographic Structure Processing In Chinese Character Recognition among Developmental Dyslexics: An Event-Related Potentials (ERP) Study. Brain Research, 1472 (7), 20-31.
McBride-Chang. C., Chung, K.K.H, & Tong, X. (2011). Copying Skills In Relation To Word Reading and Writing in Chinese Children with and Without Dyslexia. Journal of Experimental Child Psychology, 110(3): 422-33.
Chung, K. K. H., Tong, X., Liu, P. D., McBride-Chang, C., & Meng, X. (2010). The Processing Of Morphological Structure Information In Chinese Coordinative Compounds: An Event-Related Potential Study. Brain Research, 1352(0), 157-166.
Liu, P. D., Chung, K. K. H., McBride-Chang, C., & Tong, X. (2010). Holistic Versus Analytic Processing: Evidence For A Different Approach To Processing Of Chinese At The Word And Character Levels In Chinese Children. Journal of Experimental Child Psychology, 107(4), 466-478.
Yang, J., Wang, S., Tong, X., & Rayner, K. (2010). Semantic and Plausibility Effects on Preview Benefit During Eye Fixations in Chinese Reading. Reading and Writing, 25(5), 1031-1052.

Book Chapters
Tong, X., & McBride, C. (2019). Neuroscience in Reading and Reading Difficulties. In De Smet, Bert, EducationalNeuroscience: Development Across the Life Span. Routledge; Oxford.
McBride, C., Tong, X., & Mo, J. (2015). Developmental Dyslexia in Chinese. In William S.-Y. Wang & Chaofen Sun (Eds), Oxford Handbook of Chinese Linguistics. Oxford University Press, Incorporated.
Zhou, Y., Tong, X., Mo, J., & McBride-Chang, C. (2014). Cross-Language Transfer in Bilingual Students. In A. B. Clinton (Eds), School Psychology Book Series (pp. 27-60). American Psychological Association, Washington, DC. https://julac.hosted.exlibrisgroup.com/permalink/f/6t3ggm/EDUHK_PUREpublications/b8f7da58-0977-4c10-b883-6fe0f311969a

Conference Presentation
Tong X., Deacon H., Tong X. (2019). Within- and Cross-Language Contributions of Syntactic Awareness to Chinese and English Reading Comprehension in Hong Kong Chinese-English Bilingual Children. Oral report presented at Society for the Scientific Study of Reading. (July 16-20, Toronto, Canada).
Wang,Y.,&Tong,X.(2018).Statisticallearningoforthographicregularities:AnERPstudy.Oralreportpresentedatthe1thAnnualConferenceonNeurolinguistics,Xuzhou,
Li, Z., Shen, W., & Tong, X. (2018). The role of radicals in Chinese character recognition: An eye movement study. Poster presented at the 8^th China International Conference on Eye movements (CICEM, 2018), Nanjing, China.
Tong, X., Tong, X., & Yiu, F, King. (2017). Tone and Auditory Perception Deficit in Chinese Developmental Dyslexia. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia, Hong Kong, China.
Tong, X., Tong, X., & McBride, C. (2016). Unpack the Relations among Sublexical and Lexical Morphological Awareness, Vocabulary Knowledge and Word Reading in Children Knowledge. Poster presented in the 16th International Conference on the Processing of East Asian Languages, Guangzhou, China.
Tong, X., McBride, C., & Muarer, U. (2015). Neural specialization for print in Chinese-English language learners. Paper presented at Society for the Scientific Study of Reading. (July, Hawaii, U.S.A.).
McBride, C., & Tong, X. (2015). English orthographic sensitivity in Chinese adolescents with dyslexia. Paper presented at The Reading and Spelling: Development, Disorders and Remediation conference. (April, Sydney).
Tong, X., & McBride, C. (2015). L1 Chinese syntactic awareness in L2 English reading comprehension. Paper presented at The Third Annual Meeting of East Asia Joint Symposium on Reading and Spelling (EARAS). (March, Taiwan).
Tong, X., & McBride, C. (2014). Neural discriminations of consonant and lexical tones in Cantonese-speaking second graders. Paper presented at The 15th International Conference on the Processing of East Asian Languages (ICPEAL). (October, Korean).
Tong, X., & McBride, C. (2014). Understanding Chinese children’s Chinese and English Writing Composition. Paper presented at Writing Research across Boarders III (Feb, Paris, France).