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佟秀红

CURRICULUM VITA

佟秀红

硕士生导师, 杭州师范大学心理科学研究院

Email address: tongxiuhong@gmail.com

Education

Ph.D.

2010-2013


Developmental Psychology, The Chinese University of Hong Kong


M.A.

2006-2009


Department of Psychology, South China Normal University


B.S.    

2000-2004


Jilin Normal University


Scholarly Experience

Postdoctoral Fellow

2013,08 –2016,06


The Chinese University of Hong Kong

Visiting Scholar

2012,02- 2012, 04


Cognitive and Neural linguistics laboratory

Institute of Linguistics, Academic Sinica, Taiwan

Research Focus

· Language acquisition in normal and dyslexic children

· Literacy development in normal and poor readers

· Learning difficulty

Research Grants

1. Orthographic Statistical Learning, Neural Activities in Orthographic Processing and Literacy Development in Chinese Children: A Longitudinal Study, funded by National Natural Science Foundation of China (2017-2019). Grant no: 31600903, (PI)

2. Metalinguistic Training versus Working Memory Training: A Behavioural Pilot Study in Normally Reading Chinese Children funded by Brain and Mind Institute Research Grants (2015-2016), (CI).

Publications

Journal Publications

1. Tong, X., & McBride, C. (in press). English Word Reading Difficulties and Orthographic Pattern Recognition Weaknesses in Chinese –English Bilingual Adolescents with Dyslexia. Topics in Language Disorders.

2. Tong, X.,* Tong, X., * & McBride, C. (2017). Radical Sensitivity is the Key to Understanding Chinese Character Acquisition in Children. Reading and Writing. 1-15.

3. Dulay, K., Tong, X., & McBride, C. (2016). The Role of Foreign Domestic Helpers in Hong Kong Chinese Children’s English and Chinese Skills: A Longitudinal Study. Language Learning.

4. 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

5. 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.

6. Tong, X., * Tong, X., * & McBride, C. (2016). Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology.

7. Tong, X., Maurer, U; Chung, K., & McBride, C. (2016). Neurophysiological specialization for print in Chinese-English bilingual children. Journal of Neurolinguistics.

8. 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.

9. Tong, X., *& McBride, C. (2015). Reading comprehension mediates the relationship between syntactic awareness and writing composition in children: A longitudinal study. Journal of Psycholinguistics.

10. 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. 0023830914562988.

11. 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.

12. 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.

13. Tong, X., McBride, C., Zhang, J., Chung, K. K., Lee, C.-Y., Shuai, L., & Tong, X. (2014). Neural correlates of acoustic features of stress perception in Chinese-English bilingual children. Brain and language, 138, 61-70.

14. 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 Cantonesespeaking second graders: An ERP study. Psychophysiology, 51(11), 1158-1168.

15. 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.

16. 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.

17. Tong, X., Tong, X., Shu, H., Chan, S., & McBrideChang, C. (2014). Discourselevel reading comprehension in Chinese children: what is the role of syntactic awareness?. Journal of Research in Reading, 37(S1), S48-S70.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 王穗平, 佟秀红, 杨锦绵, &冷英. (2009). 中文句子阅读中语义信息对眼动预视效应的影响.心理学报, 41(3): 220-232.

Book Chapters

1. 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.

2. 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.

Conference Presentation

1. 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.).

2. 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).

3. 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).

4. 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).

5. Tong, X., & McBride-Chang, C. (2013). Understanding Chinese children’s writing composition: The role of syntactic awareness. Paper presented at Society for the Scientific Study of Reading. (July 11, Hong Kong).  

6. Tong, X., & McBride-Chang, C. (2013). The role of syntactic awareness in Chinese poor comprehenders. Paper presented at1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities (APCoLD). (June 23, Malaysia).

7. Tong, X., & McBride, C. (2012). Syntactic awareness in relation to discourse-level reading comprehension in Chinese fifth graders. Paper presented at The 14th International Conference on the Processing of East Asian Languages & Symposium on Brain and Communication(ICPEA).(October, 26-28, 2012).

8. Tong, X., Tong, X., & McBride-Chang, C. (2012). A tale of two scripts: Metalinguistic skills deficits in Hong Kong poor Chinese-English readers. Paper presented at Sixth European Graduate School on Literacy Acquisition. (August, 25-30).

9. Tong, X., Mo, J., McBride-Chang, C., & Shu, H. (2012). Differences and similarities in writing quality between Hong Kong and Beijing children. Paper presented at Society for the Scientific Study of Reading. (July 11).

10. Tong, X., McBride-Chang, C., & Chung, K.K.H. (2011). Morphological structure processing in Chinese children with dyslexia. Paper presented at Society for the Scientific Study of Reading. (July, Canada).

11. Tong, X., Liu, P.D., Chung, K.K.H., & McBride-Chang, C., (2011). Chinese word and character processing in Chinese-speaking children: Holistic or analytic?. Paper presented at the 11th Society for Research in Child Development (SRCD) Conference, Montreal, Canada. (April, Canada).

Teaching Experience

Developmental Seminar, Teaching Assistant (spring, 2013)

Introduction to Psychology, Teaching Assistant (fall, 2012)

• Psychology of Gender, Teaching Assistant (fall, 2010)

• Neuropsychological Seminar, Teaching Assistant (spring, 2010)

Computer Application Basis, Lecturer (fall 2004 and fall 2005)

C# Programming Language, Lecturer (spring 2005)

Computer English, Lecturer (fall 2005 and spring 2006)

Professional Experience

AdHoc Reviewing:

Neuropsychologia

Journal of Educational Psychology

Journal of Bilingualism: Brain and Cognition

Journal of Learning Disabilities

Journal of Psychonomic Bulletin & Review

Applied Psycholinguistics

Reading and Writing

International Journal of Psychophiology

International Journal of Bilingual Education and Bilingualism

Plos One

Professional Memberships:

Society for the Scientific Study of Reading (2010-present)


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