关注
Shelley Xiuli Tong
Shelley Xiuli Tong
Professor, Faculty of Education, The University of Hong Kong
在 hku.hk 的电子邮件经过验证 - 首页
标题
引用次数
引用次数
年份
Morphological awareness: A key to understanding poor reading comprehension in English.
X Tong, SH Deacon, JR Kirby, K Cain, R Parrila
Journal of Educational Psychology 103 (3), 523, 2011
3422011
Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition
X Tong, C McBride-Chang, H Shu, AMY Wong
Scientific Studies of Reading 13 (5), 426-452, 2009
3402009
Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition
C McBride-Chang, X Tong, H Shu, AMY Wong, K Leung, T Tardif
Scientific Studies of Reading 12 (2), 171-194, 2008
2292008
Morphological and syntactic awareness in poor comprehenders: Another piece of the puzzle
X Tong, SH Deacon, K Cain
Journal of learning disabilities 47 (1), 22-33, 2014
1702014
Developmental models of learning to read Chinese words.
X Tong, C McBride-Chang
Developmental Psychology 46 (6), 1662, 2010
1642010
The relationship of morphological analysis and morphological decoding to reading comprehension
SH Deacon, X Tong, K Francis
Journal of Research in Reading 40 (1), 1-16, 2017
1292017
Chinese-English biscriptal reading: Cognitive component skills across orthographies
X Tong, C McBride-Chang
Reading and Writing 23, 293-310, 2010
1192010
Longitudinal predictors of very early Chinese literacy acquisition
X Tong, C McBride‐Chang, AMY Wong, H Shu, P Reitsma, J Rispens
Journal of Research in Reading 34 (3), 315-332, 2011
982011
Cracking the Chinese character: Radical sensitivity in learners of Chinese as a foreign language and its relationship to Chinese word reading
X Tong, JHY Yip
Reading and Writing 28, 159-181, 2015
932015
Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension
J Zhang, C McBride-Chang, X Tong, AMY Wong, H Shu, CYC Fong
Reading and Writing 25, 2183-2203, 2012
752012
Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary
X Tong, X Tong, C McBride
Contemporary Educational Psychology 48, 167-178, 2017
672017
Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
C Hulme, L Zhou, X Tong, A Lervåg, K Burgoyne
Developmental science 22 (1), e12745, 2019
632019
Parents’ and students’ perceptions of telepractice services for speech-language therapy during the COVID-19 pandemic: Survey study
JHY Lam, SMK Lee, X Tong
JMIR pediatrics and parenting 4 (1), e25675, 2021
612021
Chinese children’s statistical learning of orthographic regularities: Positional constraints and character structure
X Tong, C McBride
Scientific Studies of Reading 18 (4), 291-308, 2014
552014
A tale of two writing systems: Double dissociation and metalinguistic transfer between Chinese and English word reading among Hong Kong children
X Tong, X Tong, C McBride-Chang
Journal of learning disabilities 48 (2), 130-145, 2015
542015
Morphological and semantic processing in developmental dyslexia
SH Deacon, X Tong, C Mimeau
Cambridge University Press, 2019
452019
Radical sensitivity is the key to understanding Chinese character acquisition in children
X Tong, X Tong, C McBride
Reading and Writing 30, 1251-1265, 2017
452017
Lexical prosody beyond first-language boundary: Chinese lexical tone sensitivity predicts English reading comprehension
W Choi, X Tong, K Cain
Journal of Experimental Child Psychology 148, 70-86, 2016
452016
Cues for lexical tone perception in children: Acoustic correlates and phonetic context effects
X Tong, C McBride, D Burnham
Journal of Speech, Language, and Hearing Research 57 (5), 1589-1605, 2014
452014
Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia
X Tong, WWS Leung, X Tong
Research in developmental disabilities 92, 103443, 2019
442019
系统目前无法执行此操作,请稍后再试。
文章 1–20