Dr TONG Xiuhong

	Associate Professor Department of Psychology, The Education University of Hong Kong	Phone: (852) 29487882 Email: xhtong@eduhk.hk ORCID: 0000-0002-2934-5278 https://repository.eduhk.hk/en/ persons/xiuhong-tong https://scholar.google.com/citations?user=E45O8MUAAAAJ&hl=en https://www.researchgate.net/profile /Xiuhong_Tong2
Education	Ph.D., Developmental Psychology, Department of Psychology, The Chinese University of Hong Kong, 2013
Biography	Dr. Tong received her Ph.D. in Psychology from The Chinese University of Hong Kong (CUHK). She is an interdisciplinary scholar working at the intersection of developmental psycholinguistics, cognitive neuroscience, and educational practice. Her research program is characterized by a rigorous, multi‑method approach (i.e., integrating electroencephalography (EEG), event‑related potentials (ERP), eye‑tracking, and behavioral measures as well interventions) to elucidate the cognitive and neural mechanisms underlying language learning and reading acquisition in monolingual and bilingual children. Her work has advanced theoretical understanding while generating strong translational impact by bridging laboratory‑based research with classroom practice.
Research Interests	Language learning and processing Word reading and developmental dyslexia Reading comprehension and reading comprehension difficulty
9 Representative Publications	Tong, X.*, Yu, L., Li, H., Liu, D., & Deacon, S. H. (2026). The influence of text complexity on the relationship between syntactic awareness and reading comprehension. Learning and Individual Differences, 126, 102864. Yu#, L., McBride, C., & Tong, X. * (2026). Emotional intelligence predicts initial status and growth of reading comprehension in primary school students. Learning and Individual Differences, 125, 102814. Tong, X., & Deacon, S. H. (2025). The Linguistic Pathways Model: Capturing the Multiple Dimensions of Reading Development. Reading Research Quarterly. Tong, X. *, Yu, L. #, & Deacon, S. H. (2024). A Meta-Analysis of the Relation Between Syntactic Skills And Reading Comprehension: A Cross-Linguistic and Developmental Investigation. Review of Educational Research, . Duan, R. & Tong, X*. (2024). Electrophysiological Markers of Orthographic Pattern Learning in School-Aged Children with Reading Challenges: An ERP Investigation. Research in Developmental Disabilities. Tong, X., Lv, Y, Wang, T, Duan, R. & Tong, S. X. (2024). An fMRI Study on Rapid Statistical Learning of Orthographic Regularities. Neuroscience. Tong, X., Chiu, M. M., & Tong, S. X. (2023). Synergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study. Contemporary Educational Psychology. Tong, X., Kwan, L. Y. J., Deacon, H., & Tong, X. (2022). How Chinese-English Bilingual Children Draw on Syntactic Awareness In Reading Comprehension: Within and Cross-Language Effects. Reading Research Quarterly. Tong, X., Shen, W., Li, Z.#, Xu, M.#, Pan, L., & Tong, S. X. (2020). Phonological, not semantic, activation dominates Chinese character recognition: Evidence from a visual world eye-tracking study. Quarterly Journal of Experimental Psychology, 73(4), 617-628