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McBride-Chang Catherine Alexandra

Ph.D., Southern California

Appointment: Professor :::::::::::::::::::::
 mcbride c
Office: Rm 359, Sino Building
Email: cmcbride at psy.cuhk.edu.hk
Tel: 852 3943 6576
Fax: 852 2603 5019
Homepage:  --- ::::::::::::::::::::::

Brief Introduction

Curriculum Vitae

Professor Catherine McBride is a developmental psychologist and has published on a variety of topics including parenting, creativity, child abuse, peer relations, and reading development and impairment. The author of approximately 145 peer-reviewed journal articles, 12 book chapters, and two books, Professor McBride has also done a variety of work as an editor. She has served as an Associate Editor for the Journal of Research in Reading and currently serves as an associate editor for Developmental Psychology and Reading and Writing, as well as for the International Encyclopedia of Social and Behavioral Sciences (to appear in 2015). Professor McBride is a Fellow for the Association for Psychological Science and Incoming President for the international Society for the Scientific Study of Reading. She has served on the editorial boards of eight journals, including Psychological Science, Journal of Educational Psychology, Annals of Dyslexia, and Journal of Experimental Child Psychology. She is currently the Associate Dean for Research for the Social Sciences Faculty at The Chinese University of Hong Kong.

Professor McBride-Chang has three weblinks to her research on reading development. One is on the importance of dialogic reading for early learning in children, a 10-year plus longitudinal study of language and literacy development in Chinese children in both Hong Kong and Beijing and early literacy for Chinese children and its learning implications.

Teaching Areas

  • 2014-15
    • PSYC6300 Writing and Presentation

Research Interests

Social and cognitive development; language and reading development; parenting and psychosocial outcomes.

 

Right now, I am working on research related to whether it is possible to have reading difficulties only in Chinese or English among Hong Kong Chinese children. In addition, I am interested in whether Chinese children may have particular difficulties in writing and if so what forms they might take. I am interested in writing because calligraphy and stroke order and various aspects of writing in Chinese are seemingly very important for learning Chinese, much more so than in alphabetic orthographies.

Publications

Articles in Journal

  • Tong, X., Ting, K-T., & McBride-Chang, C. (2011). Shyness and Chinese and English vocabulary skills in Hong Kong kindergartners. Early Education & Development, 22(1), 29-52.
  • McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y.-C., Wong, T. T.-Y., & Wong, S. W.-L. (2011). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52(2), 204-211.
  • Lin, D., Wong, K. K., & McBride-Chang, C. (2011). Reading motivation and reading comprehension in Chinese and English among bilingual students. Reading and Writing. Advance online publication. doi. 10.1007/s11145-011-9297-8
  • McBride-Chang, C., Zhou, Y., Cho, J.-R., Aram, D., Levin, I. & Tolchinsky, L. (2011). Visual spatial skill: A consequence of learning to read? Journal of Experimental Child Psychology. Advance online publication. doi:10.1016/j.jecp.2010.12.003
  • McBride-Chang, C., Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J.-R., Shu, H., & Zhong, Y. (2010). The ABCs of Chinese: Maternal mediation of pinyin for Chinese children's early literacy skills. Reading and Writing. Advance online publication. doi: 10.1007/s11145-010-9270-y
  • McBride-Chang, C., Liu, P. D., Wong, T., Wong, A. & Shu, H. (in press). Specific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children. Journal of Learning Disabilities.

Books

  • McBride-Chang, C., & Chen, H.C. (2003). Reading Development in Chinese Children. Westport, CT: Praeger Publishing.
  • McBride-Chang, C. (2004). Children's Literacy Development (Texts in Developmental Psychology Series). London: Edward Arnold/Oxford Press.

Complete list of Publications

151. Tong, X., McBride, C., Zhang, J., Shuai, L., Chung, K.K., & Lee, C.-Y. (revise/resubmit). Segmental and Suprasegmental Features in Speech Perception in Cantonese Second Graders: An ERP Study. Psychophysiology.
150. Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C., Tardif, T., Li, H., Liang, W., Zhang, Z., & Shu, H. (in press). Tracing children’s vocabulary development from preschool to school-age years: An 8-year longitudinal study. Developmental Science.
149. Zhou, Y.-L., McBride-Chang, C., Law, A.B.-Y., Li, T., Cheung, A.C-Y., Wong, A.M.-Y., & Shu, H. (in press) Development of reading related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia. Journal of Child Experimental Psychology.
148. Liu, D. & McBride-Chang, C. (in press). Morphological structure processing during word recognition and its relationship with character reading among third-grade Chinese children. Journal of Psycholinguistic Research.
147. Ding, Y., Liu, R.-D., McBride, C., & Zhang, D. (in press). Pinyin invented spelling in Mandarin Chinese-speaking children with and without reading difficulties. Journal of Learning Disabilities
146. Tong, X., Mo, J., Shu, H., Zhang, Y., Chan, S., & McBride-Chang, C. (in press). Understanding Chinese children’s complex writing: Global ratings and lower-level mechanical errors. Writing Systems Research.
145. Tong, X., Chung, Kevin, H.K., & McBride-Chang,C. (in press). Two-character Chinese compound word processing in Chinese children with and without dyslexia: ERP evidence. Developmental Neuropsychology.
144. Zhang, J., & McBride-Chang, C. (in press). Auditory sensitivity speech perception, L1 Chinese and L2 English reading abilities in Hong Kong Chinese children. Developmental Psychology.
143. Zhang, J., McBride-Chang, C., Wong, A. M-Y., & Shu, H. (in press). Predictors of reading comprehension difficulties in Chinese children. Reading and Writing: An Interdisciplinary Journal.
142. Zhang, J., McBride-Chang, C., Wagner, R. K., & Chan, S. (in press). Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children’s writing in English as a foreign language. Bilingualism: Language and Cognition.
141. Levin, I., Aram, D., Tolchinsky, L., & McBride, C. (2013). Maternal mediation of writing and children's early spelling and reading: The Semitic abjad versus the European alphabet. Writing Systems Research, 5(2), 134-155.
140. Wang, Y., McBride-Chang, C., & Chan, S. (2013). Correlates of Chinese Kindergarteners' Word Reading and Writing: The Unique Role of Copying Skills? Reading and Writing. Advance online publication. doi: 10.1007/s11145-013-9486-8
139. Tong, X., McBride, C., Shu, H., & Chan, S. (2013). Discourse-level reading comprehension: What is the role of syntactic awareness? Journal of Research in Reading. DOI:10.1111/1467-9817.12016.
138. Tong, X., Tong X., & McBride-Chang, C. (2013). A tale of two writing systems: double dissociation and metalinguistic transfer between Chinese and English word reading among Hong Kong children. Journal of Learning Disabilities . DOI: 10.1177/0022219413492854
137. Leung, A. N. -M., & McBride-Chang, C. (2013). Game on? Online friendship, cyberbullying, and psychosocial adjustment in Hong Kong Chinese children. Journal of Social and Clinical Psychology, 32(2), 159-185.
136. Kail, R. K., McBride-Chang, C., Ferrer, E., Cho, J.-R., & Shu, H. (2013). Cultural differences in the development of processing speed. Developmental Science, 16(3), 476-483.
135. McBride-Chang, C., Shu, H., Chan, W., Wong, T., Wong, A. M. -Y., Zhang, Y., Pan, J., & Chan, P. (2013). Poor readers of Chinese and English: Overlap, stability, and longitudinal correlates. Scientific Studies of Reading, 17(1), 57-70.
134. 134. Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., Liang, W., & Zhang, Z. (2013). Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting outcomes for Chinese children. Developmental Psychology, 49(4), 665-671.
133. Chung, K. K. H., McBride-Chang, C., Cheung, H., & Wong, S. W. L. (2013). General auditory processing, speech perception, and phonological awareness in Chinese-English biliteracy. Journal of Research in Reading, (36)2, 202-222.
132. 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, 20-31.
131. Zhang, Y., Li, J., Tardif, T., Burmeister, M., Villafuerte, S. H., McBride-Chang, C., Li, H., Shi, B., Liang, W., Zhang, Z., & Shu, H. (2012). Association of the DYX1C1 dyslexia susceptibility gene with orthography in the Chinese population. PLOS ONE, 7(9), e42969.
130. McBride-Chang, C., Chen, H. C., Kasisopa, B., Burnham, D., Reilly, R., & Leppanen, P. (2012). What and where is the word? Behavioral and Brain Sciences, 35(5), 295-296.
129. Wong, S. W. L., McBride-Chang, C., Lam, C., Chan, B. Lam, F. W. F., & Doo, S. (2012). The joint effects of risk status, gender, early literacy and cognitive skills on the presence of dyslexia among a group of high-risk Chinese children. Dyslexia, 18, 40-57.
128. Li, T., McBride-Chang, C., Wong, A. M. -Y., & Shu, H. (2012). Longitudinal predictors of spelling and reading comprehension in Chinese as an L1 and English as an L2 in Hong Kong Chinese children. Journal of Educational Psychology, 104(2), 286-301.
127. Lin, D., McBride-Chang, C., Aram, D., Shu, H., Levin, I., & Cho, J. -R. (2012). Maternal mediation of word writing in Chinese across Hong Kong and Beijing. Journal of Educational Psychology, 104(1), 121-137.
126. Chiu, M. M., McBride-Chang, C., & Lin, D. (2012). Ecological, psychological, and cognitive components of reading difficulties: Testing the component model of reading in fourth graders across 38 countries. Journal of Learning Disabilities, 45(5), 391-405.
125. Zhou, Y. L., McBride-Chang, C., Fong, C. Y. -C., Wong, T. T. -Y., & Cheung. S. K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergarteners. Early Education and Development, 23(4), 475-492.
124. Yan, C. M. -W., McBride-Chang, C., Wagner, R. K., Zhang, J., Wong, A. M. Y. -W., & Shu, H. (2012). Writing Quality in Chinese Children: Speed and Fluency Matter. Reading and Writing: An Interdisciplinary Journal, 25(7), 1499-1521.
123. Tolchinsky, L., Levin, I., Aram, D., & McBride-Chang, C. (2012). Building literacy in alphabetic, abjad and morphosyllabic systems. Reading and Writing, 25, 1573-1598.
122. McBride-Chang, C., Liu, P. D., Wong, T., Wong, A., & Shu, H. (2012). Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. Journal of Learning Disabilities, 45(6), 503-514.
121. Lin, D., Wong, K. K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among bilingual students. Reading and Writing, 25, 717-737.
120. 120. Li, H., Shu, H, McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese children’s character recognition: Visuo-orthographic, phonological processing and morphological skills. Journal of Research in Reading, 35(3), 27-307.
119. McBride-Chang, C., Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J. -R., Shu, H., & Zhong, Y. (2012). The ABCs of Chinese: Maternal mediation of pinyin for Chinese children’s early literacy skills. Reading and Writing, 25, 283-300.
118. Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, Y., & Li, H. (2011). What Is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103(4), 897-908.
117. Chung, K. K. H., & McBride-Chang, C. (2011). Executive functioning skills uniquely predict Chinese reading. Journal of Educational Psychology, 103(4), 909-921.
116. Zhang, J., & McBride-Chang, C. (2011). Diversities in Chinese literacy acquisition. Writing System Research, 3, 87-102.
115. 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.
114. McBride-Chang, C., Zhou, Y., Cho, J.-R., Aram, D., Levin, I., & Tolchinsky, L. (2011). Visual spatial skill: A consequence of learning to read? Journal of Experimental Child Psychology, 109, 256-262.
113. Cho, J. -R., Chiu, M. M., & McBride-Chang, C. (2011). Morphological awareness, phonological awareness, and literacy development in Korean and English: A 2-year longitudinal study. Scientific Studies of Reading, 15(5), 383-408.
112. McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y. -C., Wong, T. T. -Y., & Wong, S. W. -L. (2011). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52(2), 204-211.
111. Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen, L., Tardif, T., Liang, W., Zhang, Z., & Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry, 52(2), 212-220.
110. Tong, X., Ting, K. -T., & McBride-Chang, C. (2011). Shyness and Chinese and English vocabulary skills in Hong Kong kindergartners. Early Education & Development, 22(1), 29-52.
109. Cheung, S. K., & McBride-Chang, C. (2011). Relations of gender, gender-related personality characteristics, and dating status to adolescents' cross-sex friendship quality. Sex Roles, 64(1-2), 59–69.
108. Lin, D., McBride-Chang, C., Aram, D., & Levin, I. (2011). Mother-child joint writing in Chinese kindergartners: Metalinguistic awareness, maternal mediation, and literacy acquisition. Journal of Research in Reading, 34(4), 426-442.
107. Tong, X., McBride-Chang, C., Wong, A. M. -Y., Shu, H., Reitsma, P., & Rispens, J. (2011). Longitudinal predictors of very early Chinese literacy acquisition. Journal of Research in Reading, 34(3), 315-332.
106. Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penny, T. B., & Ho, C. S. -H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 102(2), 367-380.
105. Tong, X., & McBride-Chang, C. (2010). Developmental models of learning to read Chinese words. Developmental Psychology, 46(6), 1662-1676.
104. Chiu, M. M., & McBride-Chang, C. (2010). Family and reading in 41 countries: Differences across cultures and students. Scientific Studies of Reading, 14, 514-543.
103. Chung, K.K.H, Tong, X., Liu, Phil 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, 157-166.
102. 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.
101. Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21(8), 1117-1122.
100. Zhang, J., & McBride-Chang, C. (2010). Auditory sensitivity, speech perception, and reading development and impairment. Educational Psychology Review, 22(3), 323-338.
99. Chow, B. W.-Y., McBride-Chang, C., & Cheung, H. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergartners. Journal of Research in Reading, 33(3), 284-301.
98. Leung, A. N-M., Wong, S. S-F., Wong, I. W-Y., & McBride-Chang, C. (2010). Filial piety and psychosocial adjustment in Hong Kong Chinese early adolescents. Journal of Early Adolescence, 30(5), 651-667.
 
97. Wong, S. M., Leung, A. N-M., & McBride-Chang, C. (2010). Adolescent filial piety as a moderator between perceived maternal control and mother-adolescent relationship quality in Hong Kong. Social Development, 19(1), 187-201.
 
96. Liu, P. D., & McBride-Chang, C. (2010). Morphological processing of Chinese compounds from a grammatical view. Applied Psycholinguistics, 31(4), 605-617.
 
95. Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102(1), 62-73.
 
94. Wong, A. M.-Y., Chow, D. C.-C., McBride-Chang, C., & Stokes, S. F. (2010). Optional elements and variant structures in the productions of two bei2 ‘give’ dative constructions in Cantonese-speaking adults and three-year-old children. Journal of Child Language, 37(1), 175-196.
93. Tong, X., & McBride-Chang, C. (2010). Chinese-English Biscriptal reading: Cognitive component skills across orthographies. Reading and writing, 23(3-4), 293-310.
92. Liu, P. D., McBride-Chang, C., Wong, A. M.-Y., Tardif, T., Stokes, S., Fletcher, P., & Shu, H. (2010). Early Oral Language Markers of Poor Reading Performance in Hong Kong Chinese Children. Journal of Learning Disabilities, 43(4), 322-331.
91. Lee, L. Y. H., Szeto, C. Y., Tse, J. K., Ng C. M. Y., & McBride-Chang, C. (2009). Hint-seeking behavior and task performance. The International Journal of Creativity and Problem Solving, 19(2), 79-86.
90. Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M.-Y. (2009). Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13(5), 426-452.
89. Lin, D., McBride-Chang, Aram, D., Levin, I., Cheung, R. Y. M., & Chow, Y. Y-Y. (2009). Maternal mediation of writing in Chinese children. Language and Cognitive Processes, 24(7-8), 1286-1311.
 
88. Cheung, H., Chung, K. K., Wong, S. L. W., McBride-Chang, C., Penney, T. B., & Ho, C. S. H. (2009). Perception of tone and aspiration contrasts in Chinese children with dyslexia. Journal of Child Psychology and Psychiatry, 50(6), 726-733.
 
87. Li, H., Shu, H., McBride-Chang, C., Liu, H.-Y., & Xue, J. (2009). Paired associate learning in Chinese children with dyslexia. Journal of Experimental Child Psychology, 103(2), 135-151.
86. Lam, F. W. F., McBride-Chang, C., Lam, C. C. C., Wong, S. W. L., Chow, Y., & Doo, S. (2008). Towards Early Identification of Dyslexia in Chinese Preschool Children: A Study on Reading and Cognitive Profile in Children with Genetic Risk of Dyslexia in Hong Kong. Hong Kong Journal of Paediatrics (New Series), 13(2), 90-98.
85. Chung, K. H., McBride-Chang, C., Wong, S. W. L., Cheung, H., Penney, T. B., & Ho, C. S.-H. (2008). The role of visual and auditory temporal processing for Chinese children with developmental dyslexia. Annals of Dyslexia, 58(1), 15-35.
84. McBride-Chang, C., Tardif, T., Cho, J.-R., Shu, H., Fletcher, P., Stokes, S. F., Wong, A., & Leung, K.-W. (2008). What’s in a Word? Morphological Awareness and Vocabulary Knowledge in Three Languages. Applied Psycholinguistics, 29(3), 437-462.
83. Chow, B. W.-Y., McBride-Chang, Cheung, H., & Chow, C. S.-L. (2008). Dialogic Reading and Morphology Training in Chinese Children: Effects on Language and Literacy. Developmental Psychology, 44(1), 233-244.
82. McBride-Chang, C., Lam, F., Lam, C., Doo, S., Wong, S. W. L., & Chow, Y. Y. Y. (2008). Word recognition and cognitive profiles of Chinese pre-school children at-risk for dyslexia through language delay or familial history of dyslexia. Journal of Child Psychology and Psychiatry, 49(2), 211-218.
81. McBride-Chang, C., Tong, X., Shu, H., Wong, A. M.-Y., Leung, K., & Tardif, T. (2008). Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition. Scientific Studies of Reading, 12(2), 171-194.
80. Rispens, J., McBride-Chang, C., & Reitsma, P. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21(6), 587-607.
79. Cheung, S. K., Chang, L., & McBride-Chang, C. (2008). Associations of Warmth and Control of Filipina Domestic Helpers and Mothers to Hong Kong Kindergarten Children's Social Competence. Early Education and Development, 19(2), 284-301.
78. Cho, J.-R., McBride-Chang, C., & Park, S.-G. (2008). Phonological Awareness and Morphological Awareness: Differential Associations to Regular and Irregular Word Recognition in Early Korean Hangul Readers. Reading and Writing, 21(3), 255-274.
77. Shu, H., Peng, H., & McBride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11(1), 171-181.
76. Cheung, C. S., & McBride-Chang, C. (2008). Relations of perceived maternal parenting style, practices, and learning motivation to academic competence in Chinese children. Merrill-Palmer Quarterly, 54(1), 1-22.
75. Penney, T. B., Wong, S. W. L., Ng, K. K., & McBride-Chang, C. A. (2008). Speeded naming and dyslexia. Proceedings of the International Symposium on Communicating Skills of Intention.
74. Yip, W.-K., Chow, C. –M., Cheng, K.-W., Cheuk, C.-P., & McBride-Chang, C. (2007). Individual contribution in brain-storming: Does group composition make a difference? The Korean Journal of Thinking and Problem Solving, 17, 77-84.
73. Yong, B. C. K. & McBride-Chang, C. (2007). Emotion perception for faces and music: Is there a link? The Korean Journal of Thinking and Problem Solving, 17, 57-66.
72. Cheung, C. S., McBride-Chang, C., & Ng, V. C. N. (2007). Perceived pubertal timing, life satisfaction, and depression among early Chinese adolescents: Boys at risk? Journal of Psychology in Chinese Societies, 8, 179-198.
71. Chiu, M. M. , Chow, B. W.-Y., & McBride-Chang, C. (2007). Universals and specifics in learning strategies: Explaining Adolescent Achievement in mathematics, science, and reading across 34 countries. Learning and Individual Differences, 17, 344-365.
70. Cheung, S. K., & McBride-Chang, C. (2007). Correlates of cross-sex friendship satisfaction in Hong Kong adolescents Predictors of Cross-Sex Friendship Satisfaction in Adolescents. International Journal of Behavioral Development, 31, 19-27.
69. Lam, B. C. & McBride-Chang, C. (2007). Resilience in young adulthood: The moderating influences of gender-related personality traits and coping flexibility. Sex Roles: A Journal of Research, 56, 156-172.
68. Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 41 countries. Scientific Studies of Reading, 10, 331-362.
67. Lee, M. T.-Y., Wong, B., Chow, B. W.-Y., & McBride-Chang, C. (2006). Predictors of suicide ideation and depression in Hong Kong adolescents: Perceptions of academic and family climates. Suicide and Life-Threatening Behavior, 36, 82-96.
66. Shu, H., McBride-Chang, C., Wu, H., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122-133.
65. McBride-Chang, C., Cheung, H., Chow, B. W.-Y., Chow, C. S.-L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2). Reading and Writing, 19, 695-716.
64. Wu, C. H., Cheng, Y., Ip, H. M., & McBride-Chang, C. (2005). Age differences in creativity: Task structure and knowledge base. Creativity Research Journal, 17, 321-326.
63. McBride-Chang, C., Cho, J.-R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk, C. S.-M., & Muse, A. (2005). Changing models across cultures: Associations of phonological and morphological awareness to reading in Beijing, Hong Kong, Korea, and America. Journal of Experimental Child Psychology, 92, 140-160.
62. Penney, T. B., Leung, K. M., Chan, P. C., Meng, X., & McBride-Chang, C. (2005). Poor readers of Chinese respond slower than good readers in phonological, rapid naming, and interval timing tasks. Annals of Dyslexia, 55, 9-27.
61. McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W.-Y., & Shu, H. (2005). The Role of Morphological Awareness in Children's Vocabulary Acquisition in English. Applied Psycholinguistics, 26, 415-435.
60. Cheung, S. K., Li, Y. L., Kong, Y. C., Wong, W. Y., & McBride-Chang, C. (2005). Getting an ‘Aha!’ with different types of hints. Korean Journal of Thinking and Problem-Solving, 15, 47-56.
59. McBride-Chang, C., Chow, B. W.-Y., Zhong, Y.-P., Burgess, S., & Hayward, W. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing: An Interdisciplinary Journal, 18, 99-128.
58. Lau, J. Y.-H., & McBride-Chang, C. (2005). Home Literacy and Chinese Reading in Hong Kong Children. Early Education and Development, 16, 5-22.
57. Fung, P.-C., Chow, B. W.-Y., & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong. Journal of Deaf Studies and Deaf Education, 10, 82-95.
56. Chow, B. W.-Y., McBride-Chang, C., & Burgess, S. (2005). Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as an L2 (as a Second language). Journal of Educational Psychology, 97, 81-87.
55. McBride-Chang, C., & Ho, C. S.-H. (2005). Predictors of beginning reading in Chinese and English: A two-year longitudinal study of Chinese kindergartners. Scientific Studies of Reading, 9, 117-144.
54. Cho, J.-R. , & McBride-Chang, C. (2005). Correlates of Korean Hangul Acquisition among kindergartners and second graders. Scientific Studies of Reading, 9, 3-16.
53. Chan, T. Y., & McBride-Chang, C. (2005). Environment and bilingualism in Hong Kong kindergartners: The impact of foreign domestic helpers on early language-learning. Journal of Psychology in Chinese Societies 6, 179-193.
52. Fung, H., Siu, C., Choy, W., & McBride-Chang, C. (2005). Meaning of grandparenthood: Do concerns about time and mortality matter? Ageing International, 30, 122-140.
51. Leung, B. W.-C., Moneta, G., & McBride-Chang, C. (2005). Think positively and feel positively: Optimism and life Satisfaction in late life. International Journal of Aging and Human Development, 61, 335-365.
50. Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97, 580-590.
49. Cho, J.-R., & McBride-Chang, C. (2005). Levels of phonological awareness in Korean and English: A 1-year longitudinal study. Journal of Educational Psychology, 97, 580-590.
48. McBride-Chang, C., Bialystok, E., Chong, K., & Li, Y. P. (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89, 93-111.
47. Leung, C. W.-Y., McBride-Chang, C., & Lai, B. P.-Y. (2004). Relations among Maternal Parenting Style, Academic Competence, and Life Satisfaction in Chinese Early Adolescents. Journal of Early Adolescence, 24, 113-143.
46. Chow, B. Y.-W., & McBride-Chang, C. (2003). Promoting Language and Literacy Development through Parent-Child Reading in Hong Kong Preschoolers. Early Education and Development, 14, 233-248.
45. McBride-Chang, C., Shu, H., Zhou, A., Wat, C.-P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children's Chinese character recognition. Journal of Educational Psychology, 95, 743-751.
44. Chang, L., Schwartz, D., Dodge, K., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17, 589-606.
43. Chan, G. W. Y., McBride-Chang, C., Leung, P. W. L., Tsoi, K. W., Ho, C. S.-H., & Cheuk, C. S. M. (2003). Factors influencing anxiety/depression among adolescents emigrating between Chinese societies: The case of adolescent new arrivals to Hong Kong. Journal of Psychology in Chinese Societies, 4, 121-140.
42. Chang, L., McBride-Chang, C., Stewart, S., Au, E. (2003). Life satisfaction, self-concept, and family relations in Chinese adolescents and children. International Journal of Behavioral Development, 27, 182-189.
41. McBride-Chang, C., & Treiman, R. (2003). Hong Kong Chinese Kindergartners learn to read English analytically. Psychological Science, 14, 138-143.
40. McBride-Chang, C., & Kail, R. (2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73, 1392-1407.
39. Zhong, Y.-P., McBride-Chang, C., & Ho, C. S.-H. (2002). A study on the relations between phonological and orthographic processing and Chinese character reading of bilingual children. Psychological Science (Chinese), 25, 173-176.
38. Georgas J., Mylonas K., Bafiti T., Poortinga Y. H., Christakopoulou S., Kagitcibasi C., et. al., McBride-Chang C., & Kodic Y. (2001). Functional relationships in the nuclear and extended family: A 16-culture study. International Journal of Psychology, 36(5), 289-300.
37. McBride-Chang, C. & Chang, L. (2001). Theory into practice: Cases as illustrations of developmental theories. Teaching of Psychology, 28(1), 48-50.
36. McBride-Chang, C. (2001). An alternative approach to the ill-defined problem of teaching problem-solving. Teaching of Psychology, 28(1), 50-52.
35. Lai, K.-W. & McBride-Chang, C. (2001). Suicidal ideation, parenting style, and family climate among Hong Kong adolescents. International Journal of Psychology, 36(2), 81-87.
34. McBride-Chang, C. & Ho, C. S.-H. (2000). Naming speed and phonological awareness in Chinese children: Relations to reading skills. Journal of Psychology in Chinese Societies, 1, 93-108.
33. McBride-Chang, C. & Ho, C. S.-H. (2000). Developmental issues in Chinese children's character acquisition. Journal of Educational Psychology, 92(1), 50-55.
32. Stewart, S. M. & McBride-Chang, C. (2000). Influences on children's sharing in a multicultural context. Journal of Cross-Cultural Psychology, 31, 333-348.
31. Stewart, S. M., Bond, M. H., Zaman, R. M., McBride-Chang, C., Rao, N., & Fielding, R. (1999). Functional parenting in Pakistan. International Journal of Behavioral Development, 23, 747-770.
30. McBride-Chang, C. (1999). The ABC's of the ABC's: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 278-301.
29. McBride-Chang, C. & Chang, L. (1998). Adolescent-Parent Relations in Hong Kong: Parenting styles, emotional autonomy, and school Achievement. Journal of Genetic Psychology, 159, 421-436.
28. Stewart, S. M., Bond, M. H., McBride-Chang, C., Fielding, R., Deeds, O., & Westrick, J. (1998). Parent and adolescent contributors to teenage misconduct in western and Asian high school students in Hong Kong. International Journal of Behavioral Development, 22, 847-869.
27. Stewart, S. M., Rao, N., Bond, M. H., Fielding, R., & McBride-Chang, C. (1998). Chinese dimensions of parenting: Broadening western predictors and outcomes. International Journal of Psychology, 33, 345-358.
26. McBride-Chang, C. (1998). Phonological transfer in Chinese and English Phonological processing skills and their associations with spelling in Chinese and Reading in English. Psychologia, 41, 249-258.
25. McBride-Chang, C. (1998). The Development of invented spelling. Early Education and Development, 9, 120-125.
24. McBride-Chang, C., Wagner, R. K., & Chang, L. (1997). Growth modeling in phonological awareness. Journal of Educational Psychology, 89, 621-630.
23. Manis, F. R., Cohn, L. B., McBride-Chang, C., Wolff, J. A., & Kaufman, F. R. (1997). A longitudinal study of cognitive functioning in patients with classical galactosaemia, including a cohort treated with oral uridine. Journal of Inherited Metabolic Disorders, 20, 549-555.
22. Manis, F. R., McBride-Chang, C., Seidenberg, M. S., Keating, P., Munson, B., Doi, L. M., & Petersen, A. (1997). Are Speech perception deficits associated with developmental dyslexia. Journal of Experimental Child Psychology, 66, 211-235.
21. Chang, L. & McBride-Chang, C. (1997). Self- and peer-ratings of male and female roles and attributes. Journal of Social Psychology, 37, 527-529.
20. Wagner, R. K. & McBride-Chang, C. (1996). The development of reading-related phonological processing abilities. Annals of Child Development, 12, 177-206.
19. Chang, L. & McBride-Chang, C. (1996). The factor structure of the Life Orientation Test. Educational and Psychological Measurement, 56, 325-329.
18. McBride-Chang, C., Gallahan, L. B., & Jacklin, C. N. (1996). Activity level from birth through first grade: Stability or inversion of intensity? Early Education and Development, 7, 367-380.
17. McBride-Chang, C. & Chang, L. (1996). Phonological processing skills and print exposure: Correlates of word reading in children ages nine to sixteen. Reading and Writing Quarterly: Overcoming Learning Difficulties, 12, 385-400.
16. McBride-Chang, C., Manis, F. R., & Wagner, R. K. (1996). Correlates of phonological awareness: Implications for gifted education. Roeper Review, 19, 27-30.
15. McBride-Chang, C. & Manis, F. R. (1996). Structural invariance in the associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 323-339.
14. Manis, F. R., Seidenberg, M. S., Doi, L., McBride-Chang, C., & Petersen, A. (1996). On the bases of two subtypes of developmental dyslexia. Cognition, 58, 157-195.
13. McBride-Chang, C. (1996). Models of speech perception and phonological processing in reading. Child Development, 67, 1856-1876.
12. Trickett, P. K. & McBride-Chang, C. (1995). The developmental impact of different forms of child abuse and neglect. Developmental Review, 15, 311-337.
11. Kaufman, F. R., McBride-Chang, C., Manis, F. R., Wolff, J. A., & Nelson, M. D. (1995). Cognitive functioning, neurologic status, and brain imaging in classical Galactosemia. European Journal of Pediatrics, 154, S2-S5.
10. McBride-Chang, C. & Chang, L. (1995). Memory, print exposure, and metacognition: components of reading in Chinese children. International Journal of Psychology, 30, 607-616.
9. McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179-192.
8. McBride-Chang, C. (1995). Phonological processing, speech perception, and reading disability: An integrative review. Educational Psychologist, 30, 109-121.
7. Kaufman, F. R., Richardt, J. K., Ng, W. G., Xu, Y. K., Manis, F. R., McBride-Chang, C., & Wolff, J. A. (1994). Correlation of aspects of cognitive, neurologic, and ovarian outcome with the Q188R mutation of the Galactose-1-Phosphate Uridyltransferase gene. Journal of Pediatrics, 125, 225-227.
6. Jacklin, C. N., McBride-Chang, C., McCrory, P., & Gallahan, L. (1994). Neonatal sex-steroid hormones and physical size at four years. Journal of Pediatric Endocrinology, 7, 253-259.
5. Trickett, P. K., & McBride-Chang, C. (1994). The classroom performance and behavior of sexually abused females. Development and Psychopathology, 6, 183-194. (No PDF file access)
4. McBride-Chang, C., Manis, F. R., Seidenberg, M. S., Custodio, R. G., & Doi, L. M. (1993). Print exposure as a predictor of word reading and reading comprehension in reading disabled and normally achieving children. Journal of Educational Psychology, 85, 230-238.
3. McBride-Chang, C., & Jacklin, C. N. (1993). Early play arousal, sex-typed play, and activity level as precursors to later rough-and-tumble play. Early Education and Development, 4, 99-108.
2. McBride-Chang, C., Jacklin, C. N., & Reynolds, C. A. (1992). Mother-Blaming: Psychology and the Law. Review of Law and Women's Studies, 1, 69-78.
1. Jacklin, C. N., & McBride-Chang, C. (1991). The effects of feminist scholarship on developmental psychology. Psychology of Women Quarterly, 15, 547-553.
 
 

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Editorial Boards

  • Associate Editor, Developmental Psychology (2006-2013)
  • Associate Editor, Journal of Research in Reading (2009-2011)
  • Associate Editor, Reading and Writing (2011-present)
  • Associate Editor, Educational Section, International Encyclopedia of Social and Behavioral Sciences (2nd edition) (2011-present)
  • Scientific Studies of Reading (2002-present)
  • Child Development Perspectives (2011-present)
  • Annals of Dyslexia (2003-2010)
  • Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology, and Education (book series—2004-present)
  • Journal of Experimental Child Psychology (2005-2012)
  • Reading Research Quarterly (2006-present)
  • Journal of Educational Psychology (2006-present)
  • Psychological Science (2007-2008
  • Educational Researcher (2010-present)
  • Applied Psycholinguistics (2012-present)