Lau, W., Chan, C. K., Li, J. C., & Au, T. K. (2010). Effectiveness of group cognitive-behavioral treatment for childhood anxiety in community clinics. Behaviour Research and Therapy, 48, 1067-1077.
Oh, J. S., Au, T. K., & Jun, S.-A. (2010). Early Childhood Language Memory of International Adoptees. Journal of Child Language, 37, 1123-1132.
Wong, A. M. Y., Kidd, J., Ho. C. S., & Au, T, K. (2010). Characterizing the overlap between SLI and dyslexia in Chinese: the role of phonology and beyond. Scientific Studies of Reading,14, 30-57.
Cheung R. Y., & Au, T. K. (2011). Nursing students’ anxiety and clinical performance. Journal of Nursing Education, 50, 286-289.
Li, J. C., Lau, W., & Au, T. K. (2011). Psychometric Properties of the Spence Children’s Anxiety Scale in a Hong Kong Chinese Community Sample. Journal of Anxiety Disorders, 25, 584-591.
Bridges, S. M., Parthasarathy, D. S., Wong, H. M., Yiu, C. K., Au, T. K., & McGrath, C. P. (2014). The relationship between caregiver functional oral health literacy and child oral health status. Patient education and counseling, 94, 411-426.
Chan, W. W. L., Au, T. K., & Tang, J. (2014). Strategic counting: A novel assessment of place-value understanding. Learning and Instruction, 29, 78-94.
Tso, R. V. Y., Au, T. K., & Hsiao, J. H. (2014). Perceptual expertise: Can sensorimotor experience change holistic processing and left-side bias? Psychological Science, 25, 1757-1767.
Au, T. K., Chan, W. W. L., Cheng, L., Siegel, L. S., & Tso, R. V. Y. (2015). Can Non-Interactive Language Input Benefit Young Second-Language Learners? Journal of Child Language, 42, 323-350.
Kidd, J., Shum, K. K., Ho. C. S., & Au, T. K. (2015). Phonological Representations and Early Literacy in Chinese. Scientific Studies of Reading, 19, 89-113.
Shum, K. K., Ho. C. S., Siegel, L. S., & Au, T. K. (2016). First-language longitudinal predictors of second-language literacy in young L2 learners. Reading Research Quarterly, 51, 323-344.
Au, T. K., Kwok, A. F., Tong, L. C., Cheng, L., Tse, H. M., & Jun, S.-A. (2017). The Social Costs in Communication Hiccups between Native and Nonnative Speakers. Journal of Cross-Cultural Psychology, 48, 369-383.
Chan, W. W. L., Au, T. K., N. T. T. Lau, & Tang, J. (2017). Counting errors as a window onto children’s place-value concept. Contemporary Educational Psychology, 51, 123-130.
Kidd, J., Shum, K. K., Wong, A. M. Y, Ho. C. S., & Au, T. K. (2017). Auditory perception and word recognition in Cantonese-Chinese speaking children with and without Specific Language Impairment. Journal of Child Language, 44, 1-35.
Kong, M. M., & Au, T. K. (2018). The Incredible Years Parent Program for Chinese Preschoolers with Developmental Disabilities. Early Education and Development, 29, 494-514.
Oh, J. S., Au, T. K., Jun, S.-A., Lee, R. M. (2019). Childhood language memory in adult heritage language (re)learners. In M. S. Schmid and B. Köpke (Eds.), The Oxford Handbook of Language Attrition (pp. 481-492). Oxford, UK: Oxford University Press.
Au, A. H., Shum, K. K., Cheng, Y., Tse, H. M., Wong, R. M., Li, J., & Au, T. K. (2020 online). ASD Screening in Preschools. Autism: International Journal of Research and Practice. http://journals.sagepub.com/doi/pdf/10.1177/1362361320967529
Xiao, Y., Pinkney, E., Au, T. K., & Yip P. S. F. (2020). Athena SWAN and gender diversity: A UK–based retrospective cohort study. BMJ Open, 10(2). https://bmjopen.bmj.com/content/bmjopen/10/2/e032915.full.pdf
Yip P. S. F., Xiao, Y., Wong, C. L. H., & Au, T. K. (2020). Is there gender bias in research grant success in social sciences?: Hong Kong as a case study. Humanities & Social Sciences Communications, 7, 173. http://www.nature.com/articles/s41599-020-00656-y
Shum, K., Au, T., Romo, L., & Jun, S.-A. (In press). Learning challenging L2 sounds via computer training: High-variability perceptual training for children and adults. Language Learning and Development.