Selected Resources:
He, X., & Tong, X. (2017). Quantity matters: Children with dyslexia are impaired in small, but not large number of exposures during implicit repeated sequence learning. American Journal of Speech-Language Pathology. doi: 10.1044/2017_AJSLP-15-0190
Klee, T., Stokes, S.F., Wong, A.M.-Y., Fletcher, P. & Gavin, W.J. (2004). Utterance length and lexical diversity in Cantonese-speaking children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 1396-1410. [Published erratum appears in J. Speech, Language, and Hearing Research, 48, 4, 2005.]
Tong, X., Tong, X. , & Yiu, F.K. (2017). Beyond auditory sensory processing deficits: Lexical tone perception deficits in Chinese children with developmental dyslexia. Journal of Learning Disabilities. doi: 10.1177/0022219417712018
Tong, X., & Deacon, S.H. (2017). Understanding poor comprehenders in different orthographies: Universal versus language-specific skills. Journal of Research in Reading, 40(2), 119-124. doi: 10.1111/1467-9817.12112
Wong, A.M.-Y., Klee, T., Stokes, S.F, Fletcher, P. & Leonard, L.B. (2010). Differentiating Cantonese-speaking preschool children with and without SLI using MLU and lexical diversity (D). Journal of Speech, Language, and Hearing Research, 53, 794-799.