1. 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 SSCI,TOP 期刊
2. 陶沙、陈睿等 （2021）。语言发展认知神经科学研究：重要进展、趋势与规划建议。中国科学: 生命科学. 51（6）：679-690. doi: 10.1360/SSV-2020-0255
3. 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 SSCI,TOP 期刊
4. 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, 37(6), 763-776. DOI: 10.1007/s12264-021-00650-7
5. Cui,L., Tao, S. *, Yin, H-C. *, Shen, Q-Q., Wang, Y., Zhu, L-N., Li X-J. (2021). Tai Chi Chuan Alters Brain Functional Network Plasticity and Promotes Cognitive Flexibility. Frontiers in Psychology，12:665419. DOI: 10.3389/fpsyg.2021.665419
6. 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. (In press). SCI,TOP 期刊
7. 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* (2021) Development of the default-mode network during childhood and adolescence: a longitudinal resting-state fMRI study. NeuroImage, 226，117581，doi: https://doi.org/10.1016/ j.neuroimage.2020.117581
8. 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
9. 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. SCI,TOP 期刊
10. Wei Hu, Sha Tao, Mingshuang Li, and Chang Liu. Distinctiveness and Assimilation in Vowel Perception in a Second Language. JSLHR. https://doi.org/10.1044/2019_JSLHR-H-19-0074
11. 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
12. Jie Feng, Tao,S., Xinchun Wu, Katherine Alsbury, & Chang Liu (2019). The effects of amplitude and duration on the perception of English statements vs questions for native English and Chinese listeners. The Journal of the Acoustical Society of America 145, EL449 (2019); https://doi.org/10.1121/1.5109046
13. 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.
14. Tengda Zhao, Xuhong Liao, Vladimir Fonov, Weiwei Men, Yanpei Wang, Shaozheng Qin, Shuping Tan, Jiahong Gao, Alan Evans, Tao S, Qi Dong, Yong He (2019). Unbiased Age-Appropriate Structural Brain Atlases for Chinese Pediatric Population. Neuroimage, 189:55-70. SCI,TOP 期刊
15. Tao, S., Chen, Y-Y, Wang, W-J., Dong, Q., Jin, S-H, Liu, C. (2018). English consonant identification in multi-talker babble: effects of Chinese-native listeners’English experience. Language and Speech，1-15. https://doi.org/10.1177/ 0023830918790604
16. 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. https://doi.org/10.1080/10888438.2018.1466302
17. 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. SSCI/SCI,TOP 期刊， ESI高被引论文
18. 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. 被遴选为International Literacy Day- Feature Article,录制主编专访向全球二语教师推荐
19. 陶沙,王翠翠,徐琴芳 （2017）。理解儿童第二语言阅读发展的关键成分：SVR模型的适用性及其扩展。李文玲， 舒华主编. 儿童阅读的世界 I：早期阅读的心理机制研究。P.p.63-94.北京师范大学出版社，北京
20. 王翠翠, 徐琴芳, 陶沙* . 2016. 干预-应答模式鉴别学习障碍的有效性及其调节因素:20年研究的元分析[J]. 心理发展与教育, 32(6): 706-716
21. Peng P*.，Wang，C-C., Tao, S.*，Sun, C-Y.(2016). The Deficit Profiles of Chinese Children with Reading Difficulties: a Meta-analysis. Educational Psychology Review, 2016:1-52
22. Yang Z., Wang C-C., Feng , L., Li S-F. & Tao. S.* (2016). Unsuccessful Letter-Sound Integration in English Reading by Native Chinese Speakers: Evidence from an Event Related Potentials Study，Science Bulletin，DOI:10.1007/s11434-016-1078-y SCI Top 期刊
23. 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
24. 周翠敏，陶沙*，刘红云，王翠翠，齐雪，董奇 (2016).学校心理环境对小学4~6年级学生学业表现的作用及条件. 心理学报,48，185-198
25. 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
26. Guan, J. J., Liu, C*., Tao, S., Mi, L., Wang, W., and Dong, Q. (2015). Vowel Identification in Temporal-Modulated Noise for Native and Non-native Listeners: Effect of Language Experience. Journal of the Acoustical Society of America, 138, 1670-1677
27. 白羽，陶沙*. 学业自我概念发展的大鱼小池效应：调节因素。教育研究与实践，2015，35，21-24
28. 陶沙*，刘红云，周翠敏，王翠翠，孙聪颖，徐 芬，董 奇. 学校心理环境与小学 4-6 年级学生认知能力发展的关系：基于全国代表性数据的多水平分析.心理科学,2015, 38：2-10. 获年度最优论文奖
29. 张云运，骆方，陶沙，罗良，董奇. 家庭社会经济地位与父母教育投资对流动儿童学业成就的影响. 心理科学,2015, 38：19-26
30. 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
31. 程瑶 杨振 黄秀梅 陶沙*.小学儿童英语正字法技能的发展及其在单词阅读中的作用.心理发展与教育,2014,30,46-54
32. 杨振, 明苗, & 陶沙*. (2013). 第二语言阅读困难: 语言一般性缺陷与特异性缺陷. 中国特殊教育, 12, 70-82
33. Peng, P*., Tao, S.*, & Li, B. (2013). The deficit profile of working memory, inhibition, and updating in Chinese children with reading difficulties. Learning and Individual Differences，25, 111–117
34. Mi, L., Tao, S.*, Wang, W., Dong, Q., Jin, S. H., & Liu, C. *(2013). English vowel identification in long-term speech-shaped noise and multi-talker babble for English and Chinese listeners. The Journal of the Acoustical Society of America, 133(5), EL391-EL397
35. Yang Y, Bi HY, Long ZY, Tao S. Evidence for cerebellar dysfunction in Chinese children with developmental dyslexia: an fMRI study. International Journal of Neurosci. 2013 May;123(5):300-10
36. Liu, C., Tao, S., Wang, W., & Dong, Q. (2012). Formant discrimination of speech and non-speech sounds for English and Chinese listeners. The Journal of the Acoustical Society of America, 132(3), EL189-EL195
37. Peng,P*., Sun, C-Y., Li, B-L., & Tao, S*. Phonological Storage and Executive Functions Deficits in Children with Mathematics Difficulties. Journal of Experimental Child Psychology, 2012, 112, 452-466
38. Branum-Lee, Tao,S., Francis, D. Meta-analysis of bilingual phonological awareness: language, age, and psycholinguistic grain size. Journal of Educational Psychology, 2012,104，932-944
39. Joshi, R. M., Tao, S., Aaron, P. G. Cognitive component of Componential Model of Reading Applied to Different Orthographies. Journal of Learning Disabilities, 2012, 45, 480-486
