Dr. TANG Po Yi, Tempo

Speech Therapist, Lecturer
PhD
MSocSc (Education Psychology)
BSc (Hons) Speech and Hearing Sciences

Biography
Tempo was a graduate of the Division. She has extensive experience providing speech therapy to children with a wide range of communication disorders, having practiced in non-governmental organizations, private clinics, and both mainstream and special schools.

She currently focuses on clinical education and teaching, supervising student speech therapists during their practicum placements. In addition, Tempo had also been providing clinical supervision to community-based speech therapists and served as an advisor for a social communication training project for children with autism spectrum disorder (ASD).

In recent years, Tempo has been actively involved in training rehabilitation practitioners across mainland China. She conducts seminars and workshops for professionals and parents, and offers consultation to organizations nationwide and oversea to support the development of their speech therapy services and help them benchmark against best practices.

Her recent clinical and research interests include language development, language disorders, autism spectrum disorders, semantics, and interventions for Chinese dyslexia.

Publications

  • Chen, S., Zhang, Y., Li, M., Li, B., Lu, S., Chan, A., Ge, H., Tang, T., & Chen, Z. (2025). Acquisition of Speech Prosody in a Non-native Tone Language by Children With and Without Autism Spectrum Disorder. Journal of Autism and Developmental Disorders.
  • Tang, T. P. Y., Hsu, Y. Y., Lau, D. K. Y., & Leung, M. T. (2024). Content-Form Interaction in the Acquisition of Temporal Markers by Mandarin-Speaking Children. SAGE Open, 14(1), 21582440241234215.
  • Chen, S., Zhang, Y., Zhou, F., Chan, A., Li, B., Tang, T., Chun, E., & Chen, Z. (2024). Focus marking in a tonal language: Prosodic differences between Cantonese-speaking children with and without autism spectrum disorder. Plos one, 19(7),
  • Wang, B. X., Chen, S., Zhou, F., Liu, J., Xiao, C., Chan, A., & Tang, T. (2024). English prosodic focus marking by Cantonese trilingual children with and without autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 67(3), 782-801.
  • Tang, T. P. Y., Lau, D. K. Y., & Leung, M. T. (2023). Corpus of Mandarin Child Language: a preliminary study on the acquisition of semantic content categories in Mandarin-speaking preschoolers. Frontiers in Psychology, 14, 1234525.
  • Lau, D. K. Y., Tang, T. P. Y., Wong, C. C. Y., Yau, T. S. K., & Lam, I. C. H. (2023). Systematic language input improved productions of elaborated verb phrases of Cantonese-speaking children with language difficulties. Clinical Linguistics & Phonetics, 1-18.
  • Hong, Y., Chen, S., Zhou, F., Chan, A., & Tang, T. (2023). Phonetic entrainment in L2 human-robot interaction: an investigation of children with and without autism spectrum disorder. Frontiers in psychology, 14, 1128976.
  • Zhou, F., Chen, S., Chen, X., Chan, A. W. S., Tang, T. P. Y., Mak, N., … & Fung, C. (2022). Emotion recognition in speech and music of Cantonese children with autism spectrum disorder. The Journal of the Acoustical Society of America, 151(4), A277-A277.
  • Hong, Y., Zhou, F., Chen, S., Chan, A. W. S., Tang, T. P. Y., Chun, E., … & Gou, X. (2022). Phonetic entrainment of Cantonese-speaking children with autism spectrum disorder (ASD). The Journal of the Acoustical Society of America, 151(4), A274-A274.
  • Chen, S., Li, B., Zhou, F., Chan, A. W. S., Tang, T. P. Y., Chun, E., Choi, P., Ng, C., Cheng, F., & Gou, X. (2020). Effects of speech and sung speech training on speech prosody production by trilingual children with autism spectrum disorder. The Journal of the Acoustical Society of America, 148(4), 2469–2469.
  • Cheung, C. C., Rong, Y., Chen, F., Chen, S., Leung, M. T., Tang, T., & Peng, G. (2020). Comprehension of literal statements and similes in Cantonese-speaking children with and without autism spectrum disorders. Clinical Linguistics & Phonetics, 34(4), 312–326.
  • Cheung, C. C., Rong, Y., Chen, F., Leung, M. T., & Tang, T. (2020). Comprehension of presupposition triggers in Cantonese-speaking children with and without autism spectrum disorders. Clinical Linguistics & Phonetics, 34(4), 388–406.
  • Cheung, C. C., Politzer-Ahles, S., Hwang, H., Chui, R., Leung, M. T., & Tang, T. (2017). Comprehension of presuppositions in school-age Cantonese-speaking children with and without autism spectrum disorders. Clinical Linguistics & Phonetics, 31(7-9), 557–572.
  • Tang, T. P., McPherson, B., Yuen, K. C., Wong, L. L., & Lee, J. S. (2004). Auditory neuropathy/ auditory dys-synchrony in school children with hearing loss: frequency of occurrence. International Journal of Pediatric Otorhinolaryngology, 68(2), 175–183.
  • Barry, J. G., Blamey, P. J., Martin, L. F., Lee, K. Y., Tang, T., Ming, Y. Y., & Van Hasselt, C. A. (2002). Tone discrimination in Cantonese-speaking children using a cochlear implant. Clinical Linguistics & Phonetics, 16(2), 79–99.
  • 邓宝仪 (2018). 结构化教学. In邵智, 郝建萍, 静进, 赵斌 (Eds.) 儿童自闭症康复治疗学. 西南师范大学出版社.
  • 邓宝仪 (2012). 看社区故事 学语言障碍康复. 中国残疾人联合会 – 香港复康会国际及中国项目.
  • 邓宝仪 & 谢秀玲 (2012). 口腔肌能评估及训练活动. 香港复康会国际及中国项目.