1993.8–1998.6 Ph.D. in Developmental Psychology, Beijing Normal University, Beijing
1989.9–1993.7 B.A. in Education, Beijing Normal University, Beijing
1993.8–1998.6 Ph.D. in Developmental Psychology, Beijing Normal University, Beijing
1989.9–1993.7 B.A. in Education, Beijing Normal University, Beijing
2025.11-present Vice President, Chinese Psychological Society
2021.1-present Chair, Division for Developmental Psychology, Chinese Psychological Society
2008.9-present Professor, State Key Laboratory for Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, P. R. China
2005.8-2007.6 Visiting Scholar, Department of Psychology, Texas Institute for Measurements and Education Evaluation, The University of Houston, Houston, TX, USA
2003.2-2004.1 Visiting Scholar, Department of Linguistics, The University of Hong Kong, HK
2000.9-2008.8 Associate Professor, Institute of Developmental Psychology, Beijing Normal University
1998.7-2000.8 Lecturer, Institute of Developmental Psychology, Beijing Normal University
I aims to decode the dynamic interaction between learning to read in both Chinese and English, cognitive skills and brain development in the context of China, then to develop effective assessment and intervention for children with reading difficulties. My research focuses on: i. the theoretical framework for understanding and empowering reading development for Chinese children; ii. the dynamic interaction between learning to read, brain and cognitive development for school children; iii. the unique challenges native Chinese speakers to learning to read in Chinese and in English, the underlying cognitive-neural-environmental mechanisms, and the effective instruction/intervention.
My research integrates cross-sectional and longitudinal studies to reveal the group differences and individual trajectories in learning to read. In addition to profiling the existing individual differences, randomly controlled trials (RCT) were conducted in lab and in school to induce more profound individual differences and catch the causal effects. My research combined ERP, MRI and cognitive measures to understand the developmental relationship between brain and behavior. Since 2016, I have been collaborating with colleagues at BNU, PKU and Huilongguan Hostiptal and conducting a longitudinal study on children brain development and school functions. Taken together, my research not only tries to better understand the cognitive and brain mechanisms for reading development and difficulties in the context of China, but also to improve identification and subtyping reading difficulties, and to help develop more target training/ intervention. My research has been supported by Ministry of Science and Technology, Chinese Natural Science Foundation, National Philosophy and Social Science Foundation, Ministry of Education, and Beijing Science and Technology Commission.
1. Tan,L-H.,Yin, Y., Tao, S., Que, X., Jia, F., Dong, Q., & Yang, Y. (2026). Resolving the mystery of Chinese developmental dyslexia: in search of predictors and early markers. Brain and Language, 274, 05705, https://doi.org/10.1016/j.bandl.2025.105705.
2. Liu, NY., Chen, R., Zhao, G., Guan, HR., Lu, J., & Tao, S.* (2025). Gaps and predictors of literacy achievement in primary school children during and after the COVID-19 pandemic. Reading and Writing, https://doi.org/10.1007/s11145-025-10715-y
3. Zhang, HB., Georgiou, GK., Chen, R., Zhao, G., Ding, YY., Deng, Y. & Tao, S.* (2025). Cross-lagged relations between phonological awareness, rapid automatized naming, and English word reading among native Chinese-speaking children. Learning and Individual Differences, 124, 102789, https://doi.org/10.1016/j.lindif.2025.102789.
4. Ma, L., Wang, Y., Wang, J., Chen, R., Zhao, G., Pan, Z., Liu, N., Zhang, H., Men, W., Tan, S., Gao, J. H., Qin, S., He, Y., Dong, Q., & Tao, S.* (2025). Reciprocal Predictions Between Reading Achievement and Cognitive Flexibility Development in Children and the Mediating Roles of the Left Middle Frontal Gyrus. Human brain mapping, 46(13), e70309. https://doi.org/10.1002/ hbm.70309
5. Ma, L., Yang, YH., Chen, YX., Lu YF., Ren, XY., Chen R., Jiang, M., Wang, YP., Men, WW., Gao, JH., Tan, SP., Qin, SZ., He, Y., Dong, Q., Tao, S. * (2025). Positive school climate boosts children’s reading achievement, mental health and cortical thinning. Brain & Cognition, 188, 106330, https://doi.org/10.1016/j.bandc.2025.106330.
6. Li，YY., Lu, J.，Zhang，HB., Wang，CC., Putkinen，V., Tao, S. * (2025). Attention moderates the AoA effect on second language vowel perception. Journal of Neurolinguistics. 75, 101264, https://doi.org/10.1016/j.jneuroling.2025.101264.
7. Wang, Y., Ma, L., Wang, J., Liu, N., Men, W., Tan, S., Gao, J., Qin, S., He, Y., Dong, Q., & Tao, S.* (2025). Emotional and behavioral problems are associated with hypothalamic development from childhood to adolescence: Findings from a longitudinal cohort study. Journal of affective disorders. 371, 124-133. https://doi.org/10.1016/j.jad.2024.11.014
8. Hao, L., Peng, S., Zhou, Y., Chen, X., Qiu, J., Luo, W., Zhuang, L., Xu, J., Wang, Y., Su, H., Guan, H., Luo, J., Tan, S., Gao, J. H., He, Y., Evans, T. M., Fan, J., Tao, S.*, Dong, Q., & Qin, S.* (2025). Neural specialization with generalizable representations underlies children's cognitive development of attention. The American psychologist, 80(2), 148–164. https://doi.org/10.1037/amp0001283
9. Wang, Y.*, Ma, L., Wang, J., Ding, Y., Men, W., Tan, S., Gao, J. H., Qin, S., He, Y., Dong, Q., & Tao, S.* (2025). Connections between the middle frontal gyrus and the dorsoventral attention network are associated with the development of attentional symptoms. Biological Psychiatry, 97(5), 531–539. https://doi.org/10.1016/j.biopsych.2024.04.019
10. Sun L, Zhao T, Liang X, Xia M, Li Q, Liao X, Gong G, Wang Q, Pang C, Yu Q, Bi Y, Chen P, Chen R, Chen Y, Chen T, Cheng J, Cheng Y, Cui Z, Dai Z, Deng Y, Ding Y, Dong Q, Duan D, Gao J, Gong Q, Han Y, Han Z, Huang C, Huang R, Huo R, Li L, Lin C, Lin Q, Liu B, Liu C, Liu N, Liu Y, Liu Y, Lu J, Ma L, Men W, Qin Q, Qiu J, Qiu S, Si T, Tan S, Tang Y, Tao S, Wang D, Wang F, Wang J, Wang P, Wang X, Wang Y, Wei D, Wu Y, Xie P, Xu X, Xu Y, Xu Z, Yang L, Yuan H, Zeng Z, Zhang H, Zhang X, Zhao G, Zheng Y, Zhong S, Alzheimer's Disease Neuroimaging Initiative, Cam-CAN, Developing Human Connectome Project, DIDA-MDD Working Group, MCADI, NSPN, He Y (2025) Functional connectome through the human life span. Nature Neuroscience, 28, 891–901. https://doi.org/10.1038/s41593-025-01907-4
11. Chen C, Wang X, Shen T, Tang S, Tao S*, Wang D.* (2024). Unveiling the Heterogeneity of Sensation Seeking and Collectivism Development in Chinese Adolescents. Journal of Personality. https://doi.org/10.1111/jopy.12995
12. Ren, X., Liu, N., Peng, P., Lu, Y., Chen, Y., Li, J., & Tao, S. (2024). What Works for Reading Interventions in Chinese Children at Risk for Reading Difficulties? A Systematic Review and Meta-analysis of Findings in Recent Three Decades. Educational Psychology Review. 36:140 https://doi.org/10.1007/s10648-024-09961-3
13. Zhang, H., Chen, R., Lu, J., Wang, J., Li, Y., & Tao, S.* (2024). The unique role of nonverbal reasoning in English word decoding among native Chinese-speaking children. Reading and Writing. https://doi.org/10.1007/s11145-024-10625-5
14. Wang, Y.*, Ma, L., Wang, J., Ding, YY., Liu, NY., Men, WW., Tan, SP., Gao, JH., Qin, SZ., He, Y., Dong, Q., & Tao., S.* (2024). The neural and genetic underpinnings of different developmental trajectories of Attention-Deficit/Hyperactivity Symptoms in children and adolescents. BMC Med 22, 223. https://doi.org/10.1186/s12916-024-03449-1
15. Wang Y, Ma L, Wang J, Liu N, Men W, Tan S, Gao JH, Qin S, He Y, Dong Q, Tao S. *(2024). Association of emotional and behavioral problems with the development of the substantia nigra, subthalamic nucleus, and red nucleus volumes and asymmetries from childhood to adolescence: A longitudinal cohort study. Translational Psychiatry. 14:117. doi: 10.1038/s41398-024-02803-4
16. Lei T, Liao X, Liang X, Sun L, Xia M, Xia Y, Zhao T, Chen X, Men W, Wang Y, Ma L, Liu N,Lu J, Zhao G, Ding Y, Deng Y, Wang J, Chen R, Zhang H, Tan S, Gao J, Qin S, Tao S, Dong Q, He Y (2024) Functional network modules overlap and are linked to interindividual connectome differences during human brain development. PLoS Biology, 22(9): e3002653.
17. Xinyuan Liang 1,2,3, Lianglong Sun1,2,3, Xuhong Liao 4 , Tianyuan Lei 1,2,3, Mingrui Xia 1,2,3, Dingna Duan1,2,3, Zilong Zeng1,2,3, Qiongling Li 1,2,3, Zhilei Xu1,2,3, Weiwei Men5,6, Yanpei Wang1 , Shuping Tan7 , Jia-Hong Gao 5,6,8, Shaozheng Qin 1,2,3,9, Sha Tao 1 , Qi Dong1 , Tengda Zhao 1,2,3 & Yong He Structural connectome architecture shapes the maturation of cortical morphology from childhood to adolescence. Nat Commun 15, 784 (2024). https://doi.org/10.1038/s41467-024-44863-6
18. Feng, G., Chen, R., Zhao, R. Li Y, Ma L, Wang Y, Men W, Gao J, Tan S, Cheng J, He Y, Qin S, Dong Q, Tao S*, Shu N*. Longitudinal development of the human white matter structural connectome and its association with brain transcriptomic and cellular architecture. Communication Biology 6, 1257 (2023). https://doi.org/10.1038/s42003-023-05647-8
19. Chen, R., Georgiou*, G.K., Peng, P., Li, Y., Li, B., Wang, J., Tao, S* (2023). What Components of Working Memory Are Impaired in Children with Reading and/or Mathematics Difficulties? Children, 2023, 10, 1719. https://doi.org/10.3390/ children10101719
20. Zhao, G., Zhang, H., Hu, M., Wang, D., Wang, Y., Pan, Z., & Tao, S*（2023）. Longitudinal predictions between executive function and general and specific psychiatric problems in school-age children. Developmental Psychology，59(11):2050-2064. doi: 10.1037/dev0001625
21. Zhao G., Zhang, H., Ma L., Wang, Y., Chen, R., Liu, N., Men W., Tan S., Gao J-H., Qin S., He Y., Dong Q., Tao S.* (2023). Reduced volume of the left cerebellar lobule VIIb and its increased connectivity within the cerebellum predict more general psychopathology one year later via worse cognitive flexibility in children. Developmental Cognitive Neuroscience, Volume 63, https://doi.org/10.1016/j.dcn.2023.101296.
22. Wang Y, Ma L, Chen R, Liu, N., Zhang, H., Li, Y., Wang, J., Hu M., Zhao, G., Men, W., Tan S, Gao, J-H, Qin, S, He, Y, Dong Q, Tao S* (2023). Emotional and behavioral problems change the development of cerebellar gray matter volume, thickness, and surface area from childhood to adolescence: A longitudinal cohort study. CNS Neuroscience & Therapeutics, 1-21. doi:10.1111/cns.14286
23. Du B., Yang, Z., Wang C-C., Li, Y-Y., Tao, S. * (2023). Short-term training helps second-language learners read like native readers: An ERP study. Brain and language, 239, 105251. Advance online publication. https://doi.org/10.1016/j.bandl.2023.105251
24. Georgiou, G. K.*, Tao, S.*, Romero, S., Ma, L., Chen, R., Li, Y., Liu, N., Wang, L., & Protopapas, A. (2023). Serial and discrete naming and reading in Chinese first graders: Testing predictions from the cascaded processing hypothesis. Journal of experimental child psychology, 231, 105650. Advance online publication. https://doi.org/10.1016/j.jecp.2023. 105650
25. Wang C.C., Flemming K., Yang Z., Cortiana G., Lammert, J., Rafat Y., Tao S.*, & Joanisse M.F. *(2022). Second Language Immersion Experience Could Help the Brain Response to Second Language Reading for Native Chinese Speakers. Journal of Cognitive Neuroscience 34(12):2311-2319. doi: 10.1162/jocn_a_01913. PMID: 36122357.
26. Wang Y, Luo J, Ma L, Chen R, Wang J, Chu C, Men W, Tan S, Gao J-H, Qin S, He Y, Dong Q and Tao S* (2022) Learning to read Chinese promotes two cortico-subcortical pathways: The development of thalamo-occipital and fronto-striatal circuits. Front. Neurosci. 16:983084. doi: 10.3389/fnins.2022.983084
27. Wang Y, Guan H, Ma L, Luo J, Chu C, Hu M, Zhao G, Men W, Tan S, Gao JH, Qin S, He Y, Dong Q, Tao S* (2022). Learning to read may help promote attention by increasing the volume of the left middle frontal gyrus and enhancing its connectivity to the ventral attention network. Cereb Cortex, https://doi.org/10.1093/cercor/bhac206. PMID: 35641153.
28. Chu, C., Guan, H., Xie, S., Wang, Y., Luo, J., Zhao, G., Pan, Z., Hu, M., Men, W., Tan, S., Gao, J., Qin, S., He, Y., Fan, L., Dong, Q., Tao, S*（2022）. SACT template: a human brain diffusion tensor template for school-age children. Neuroscience Bulletin, 38(6):607-621. doi: 10.1007/s12264-022-00820-1. PMID: 35092576; PMCID: PMC9206069.
29. Xu, Q-F., Tao，S. *，Li, S-F., Wang W-J., Li B-L., & Joshi, M.(2021). Who are the nonresponders to intervention among Chinese children learning English as a second language? Journal of Educational Psychology. 113(2), 213–229. http://dx.doi.org/10.1037/edu0000621
30. Peng, P.*, Lee, K. J.*, Luo, J., Li. S. T., Joshi, M., & Tao, S.* (2021). Simple view of reading in Chinese: A one-stage meta-analytic structural equation modeling. Review of Educational Research Vol. 91, No. 1, pp. 3–33 https://doi.org/10.3102/0034654320964198
31. Hao,L., Li, L., Chen, M., Xu, J., Jiang, M., Wang, Y., Jiang, L., Chen, X., Qiu, J., Tan, S., Gao, J., He, Y., Tao, S.*, Dong, Q., & Qin S.*（2021）. Mapping Domain- and Age-Specific Functional Brain Activity for Children’s Cognitive and Affective Development. Neuroscience Bulletin, https://doi.org/10.1007/s12264-021-00650-7.
32. Tervaniemi, M.＊, Putkinen, V., Nie, P-X., Wang C-C., Du, B., Lu, J., Li S-T., Cowley, B., Tuisku, T., Tao, S. (2021). Improved auditory function caused by music versus foreign language training at school age: Is there a difference? Cerebral Cortex..
33. Fan F, Liao X*, Lei T, Zhao T, Xia M, Men M, Wang Y, Hu M, Liu J, Qin S, Tan S, Gao J, Dong Q, Tao S*, He Y* (2020) Development of the default-mode network during childhood and adolescence: a longitudinal resting-state fMRI study. NeuroImage, doi: https://doi.org/10.1016/j.neuroimage.2020.117581
34. Wang C-C., Tao S.*, Tao Q., Tervaniemi, M., Li F-L., Xu P. (2020). Musical experience may help the brain respond to second language reading. Neuropsychologia, 148 (2020) 107655 . https://doi.org/10.1016/ j.neuropsychologia.2020.107655
35. Wang Y-P., Zuo C-X., Wang D-Y., Tao S.*, & Hao L. *(2020). Reduced Thalamus Volume and Enhanced Thalamus and Fronto-Parietal Network Integration in the Chess Experts. Cerebral Cortex, https://doi.org/10.1093/cercor/bhaa140.
36. Hu W., Tao S. Li M-S., and Liu C. (2019). Distinctiveness and Assimilation in Vowel Perception in a Second Language. Journal of Speech Language and Hearing Research. https://doi.org/10.1044/2019_ JSLHR-H-19-0074
37. Tao, S., Chen, Y-Y, Wang, W-J., Dong, Q., Jin, S-H, Liu, C. (2019). English consonant identification in multi-talker babble: effects of Chinese-native listeners’English experience. Language and Speech，Vol. 62(3) 531 –54
38. Schumann G, Benegal V, Yu C, Tao S., Jernigan T, Heinz A, Araya R, Yu L, Calhoun V; Global Imaging Genetics in Adolescents Consortium. Lancet Glob Health. 2019 Jan;7(1):e32.
39. Zhao,T-D., Liao, X., Fonov, V., Men,W-W.,Wang,Y-P., Qin, S-Z., Tan, S-P., Gao, J-H., Evans, A., Tao, S., Dong, Q., He Y. (2019). Unbiased Age-Appropriate Structural Brain Atlases for Chinese Pediatric Population. NeuroImage, 189:55-70.
40. Wang, C-C., Yang, Z., Cao, F., Liu, L., & Tao, S.* (2019) Letter-sound integration in native Chinese speakers learning English: Brain fails in automatic responses but succeeds with more attention. Cognitive Neuroscience, 10：100-116. DOI: 10.1080/17588928.2018.1529665
41. Tervaniemi, M., Tao, S. & Huotilainen, M. (2018). Promises of music in education? Frontiers in Education，3:74，doi: 10.3389/feduc.2018.00074
42. Sun, C-Y.*, Branum-Martin, L., Peng, P. & Tao, S.* (2018) Phonology, Orthography, and Decoding Skills Within and Across English and Chinese, Scientific Studies of Reading, 22:5, 401-419, DOI: 10.1080/10888438.2018.1466302.
43. Peng, P.*, Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., Dardick, W., & Tao, S*. (2018). A Meta-Analysis on the Relation Between Reading and Working Memory. Psychological Bulletin. 144(1), 48-76
44. Li, S., Tao, S.*, Joshi, R. M., & Xu, Q. (2018). Second‐Language Reading Difficulties Among Native Chinese Speaking Students Learning to Read English: The Roles of Native and Second Language Skills. Reading Research Quarterly, 53(4), 423-441.
45. Wang, D-Y., Hu, M-M., Li, S-T., Tao, S.* (2017). Psychometric Properties of the Temperament and Character Inventory-Revised in Chinese Young Adults. Current Psychology, Doi 10.1007/s12144-017-9643-3.
46. Wang, D-Y., Li, S-T., Hu, M-M., Dong, D., Tao, S.* (2017). Negative academic emotion and psychological well-being in Chinese rural-to-urban migrant adolescents: Examining the moderating role of cognitive reappraisal. Frontiers in Psychology, 8:1312. doi: 10.3389/fpsyg.2017.01312.
47. Hu,W., Mi, L., Yang, Z., Tao, S.*, Li, M. S., Wang, W.J., Dong, Q., & Liu, C*. Shifting Perceptual Weights in L2 Vowels Identification after Training. PLoS ONE 11 (9): e0162876.doi:10.1371/journal.pone.0162876
48. Huo, ST., Tao, S., Wang, WJ., Li, MS., Dong, Q., & Liu, C* (2016). Auditory detection of non-speech and speech stimuli in noise: Native speech advantage. The Journal of the Acoustical Society of America, 139, EL161-166.
49. Peng P.*，Wang，CC., Tao, S.*，Sun, CY.(2016). The Deficit Profiles of Chinese Children with Reading Difficulties: a Meta-analysis. Educational Psychology Review, 2016:1-52
50. Yang Z., Wang CC., Feng , L., Li SF. & Tao. S.* (2016). Unsuccessful Letter-Sound Integration in English Reading by Native Chinese Speakers: Evidence from an Event Related Potentials Study. Science bulletin, 61(24), 1855-1864.
51. Mi, L., Tao, S*., Wang WJ., Dong Q., & Liu, C.* (2016). English vowel identification and vowel formant discrimination by native Mandarin Chinese- and native English-speaking listeners: the effect of vowel duration dependence. Hearing Research, 333,58-65.
52. Li, M.S., Wang, W.J., Tao, S.*, Dong, Q., & Liu, C.* (2016). Mandarin Chinese vowel-plus-tone identification in noise: effects of language experience. Hearing Research, 331, 109-118
53. Branum-Martin, L., Tao, S., Garnaat, S. (2015). Bilingual Phonological Awareness: Reexamining the Evidence for Relations within and across Languages. Journal of Educational Psychology, 107:111-125