Statistical Learning of Orthographic Regularities in Chinese Children With and Without Dyslexia von Tong, Shelley (Xiuli), Zhang, Puyuan, He, Xinjie

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Developmental Models of Learning to Read Chinese Words von Tong, Xiuli, McBride-Chang, Catherine

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Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development von Tong, Xiuli, McBride, Catherine

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How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects von Tong, Xiuhong, Kwan, Joyce Lok Yin, Xiuli Tong, Shelley, Deacon, S. Hélène

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Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary von Tong, Xiuhong, Tong, Xiuli, McBride, Catherine

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Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers von Deng, Qinli, Choi, William, Tong, Xiuli

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Speech Prosody and Reading Comprehension in Chinese-English Bilingual Children: The Mediating Role of Syntactic Awareness von Tong, Xiuhong, Deng, Qinli, Tong, Shelley Xiuli

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Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills von Hulme, Charles, Zhou, Lulin, Tong, Xiuli, Lervåg, Arne, Burgoyne, Kelly

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Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English von Tong, Xiuli, Deacon, S. Hélène, Kirby, John R., Cain, Kate, Parrila, Rauno

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Unraveling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages von Zhou, Mei, Zhang, Puyuan, Mimeau, Catherine, Tong, Shelley Xiuli

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From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness von Choi, William, Tong, Xiuli, Deacon, Helene

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Impaired inhibitory control when processing real but not cartoon emotional faces in autistic children: Evidence from an event‐related potential study von Lee, Hyun Kyung, Tong, Shelley Xiuli

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Visual mismatch negativity elicited by semantic violations in visual words von Hu, Axu, Gu, Feng, Wong, Lena L.N., Tong, Xiuli, Zhang, Xiaochu

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The relations between morphological awareness and reading comprehension in beginner readers to young adolescents von James, Emma, Currie, Nicola K., Tong, Shelley Xiuli, Cain, Kate

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Chinese-English biscriptal reading: cognitive component skills across orthographies von Tong, Xiuli, McBride-Chang, Catherine

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Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children With Developmental Dyslexia von Tong, Xiuhong, Tong, Xiuli, King Yiu, Fung

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A Tale of Two Features: Perception of Cantonese Lexical Tone and English Lexical Stress in Cantonese-English Bilinguals von Tong, Xiuli, Lee, Stephen Man Kit, Lee, Meg Mei Ling, Burnham, Denis

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The Neural Signature of Statistical Learning of Orthography von Tong, Xiuhong, Wang, Yi, Tong, Shelley Xiuli

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Unraveling Temporal Dynamics of Multidimensional Statistical Learning in Implicit and Explicit Systems: An X-Way Hypothesis von Lee, Stephen Man-Kit, Law, Nicole Sin Hang, Tong, Shelley Xiuli

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Multiple mechanisms regulate statistical learning of orthographic regularities in school-age children: Neurophysiological evidence von Tong, Shelley Xiuli, Duan, Rujun, Shen, Wei, Yu, Yilin, Tong, Xiuhong

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