Catherine Alexandra MCBRIDE


Ph.D., Southern California
3943 4379
2603 5019


Curriculum Vitae


McBride 教授現為香港中文大學心理學系教授,並擔任 Association for Reading and Writing in Asia 的主席。Catherine McBride 教授在1994年於美國南加州大學取得發展心理學博士學位,研究主要集中於跨文化的閱讀能力發展和缺損。McBride教授亦就發展心理學中的各項議題如育兒、創造力、虐待兒童、同伴關係和兒童讀寫能力發展發表不同論文。至今,她已發表了約200篇學術期刊文章,撰寫了4本書,以及20個章節。目前,她正為Reading and Writing 和 International Journal of Behavioral Development 這兩本學術期刊擔任副編輯。






  • PSYC4910- 論文研究(一)
  • PSYC4920- 論文研究(二)
  • PSYC6300- 心理學寫作與報告技巧



"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."


Zhou, Y., McBride, C., Leung, J. S. M., Wang, Y., Joshi, M., & Farver, J. (2017). Chinese and English reading-related skills in L1 and L2 Chinese-speaking children in Hong Kong. Language, Cognition and Neuroscience, 1-13.

Tong, X., & McBride, C. (2017). A reciprocal relationship between syntactic awareness and reading comprehension. Learning and Individual Differences, 57, 33-44.

Tong, X., & McBride, C. (2017). English Word Reading Difficulties and Orthographic Processing Weaknesses in Chinese–English Bilingual Adolescents With Dyslexia. Topics in Language Disorders, 37, 170-181. doi: 10.1097/TLD.0000000000000119

Tong, X., Tong, X., & McBride, C. (2017). Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology, 48, 167-178. doi: 10.1016/j.cedpsych.2016.07.003

Kalindi, S.C, McBride, C., & Dan, L. (2017). Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba. Reading Research Quarterly. doi: 10.1002/rrq.180

Tong, X., Tong, X., & McBride, C. (2017). Radical sensitivity is the key to understanding Chinese character acquisition in children. Reading and Writing, 1-15. doi: 10.1007/s11145-017-9722-8

Wong, S., Ho, C., McBride, C., Chow, B., & Waye, M. (2017). Less is More in Hong Kong: Investigation of Biscriptal and Trilingual Development Among Chinese Twins in a (Relatively) Small City. Twin Research and Human Genetics, 20, 66-71. doi:10.1017/thg.2016.90

Su, M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., Zhang, Y., Liang, W., Zhang, Z., Ramus, F., & Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49, 54-63. doi: 10.1016/j.learninstruc.2016.12.0031.


  • Associate Editor, International Journal of Behavioural Development (2015-present)
  • Associate Editor, Reading and Writing (2011-present)
  • Associate Editor, Developmental Psychology (2006-2013) 
  • Associate Editor, Journal of Research in Reading (2009-2011)
  • Associate Editor, Education Section, International Encyclopedia of Social and Behavioral Sciences (2nd edition) (2011-present)
  • Editorial Board, Child Development Perspectives (2011-present)
  • Editorial Board, Scientific Studies of Reading (2002-present)
  • Editorial Board, Annals of Dyslexia (2003-2010)
  • Editorial Board, Literacy Studies:  Perspectives from Cognitive Neurosciences, Linguistics, Psychology, and Education (book series--2004-present)
  • Editorial Board, Journal of Experimental Child Psychology (2005-2012)
  • Editorial Board, Reading Research Quarterly (2006-2011)
  • Editorial Board, Journal of Educational Psychology (2006-present)
  • Editorial Board, Psychological Science (2007-2008)
  • Editorial Board, Educational Researcher (2010-present)
  • Editorial Board, Applied Psycholinguistics (2012-present)
  • Editorial Board, Child Development (2013-2015)
© Copyright The Chinese University of Hong Kong- Psychology Department