計畫主持人

聯絡訊息

鐘偉倫 [NameCoach] 

電子郵件: wwlchung at mail dot ntue dot edu dot tw

教育背景

1. 溝通科學與障礙博士 – 美國曼菲斯大學 – 2015年12月 

2. 語言學碩士 – 天主教輔仁大學外語學院 – 2005年6月

3. 語文教育學士 – 臺北市立師範學院 – 2003年6月 

工作經驗

1. 特殊教育學系專任副教授–國立臺北教育大學 – 2023/2–迄今

2. 特殊教育學系專任助理教授–國立臺北教育大學 – 2022/2–2023/01

3. 師資培育暨就業輔導中心及教育學系專任助理教授–國立臺北教育大學 – 2018年8月–2022年1月

4. 特殊教育學系專任助理教授 – 國立屏東大學 – 2017年8月–2018年7月 

5. 應用華語學系邁向頂大計畫博士後研究員 – 國立臺灣師範大學 – 2016年8月 – 2017年5月

研究暨相關計畫經費 

1. 計畫主持人  –  發展敘事介入提升學習障礙孩童的敘事表達  –  國科會（NSTC 114-2410-H-152-014-MY2）–2025/08/01 – 2027/07/31 

2. 大專學生研究計畫指導教授  –  敘事介入課程對學習障礙孩童敘事表達之成效（國立臺北教育大學特殊教育學系農岦鴻）  –  國科會（NSTC 114-2813-C-152-002-H）–2025/07/01 – 2026/02/28 

3. 大專學生研究計畫指導教授  –  遠距蒐集兒童語言樣本的可行性、可靠性、及有效性之研究（國立臺北教育大學特殊教育學系黃濼芯）  –  國科會（NSTC 113-2813-C-152-016-H）–2024/07/01 – 2025/02/28 

4. 計畫主持人  –  臺灣孩童的早期寫作發展：語文工作記憶、轉錄和語言能力II  –  國科會（NSTC 112-2410-H-152-013 -）–2023/08/01 – 2024/7/31 

5. 大專學生研究計畫指導教授  –  臺灣讀寫障礙孩童的韻律覺識、音韻覺識和英文識字能力（國立臺北教育大學特殊教育學系黃湞云）  –  國科會（NSTC 112-2813-C-152-013-H）–2023/07/01 – 2024/02/28

6. 計畫主持人  –  3-9歲的句法複雜度  –  科技部（MOST 111-2410-H-152-012-）–2022/08/01 – 2023/7/31 

7. 計畫主持人  –  臺灣孩童的早期寫作發展：語文工作記憶、轉錄和語言能力  –  科技部（MOST 110-2410-H-152 -004 -）–2021/08/01 – 2023/7/31 

8. 計畫主持人  –  漢語兒童的聽覺處理、韻律覺識、口語閱讀韻律及早期閱讀能力的關係III  –  科技部（MOST 109-2410-H-152 -028 -）– 2020/08/01 – 2021/7/31

9. 計畫主持人  –  使用語音軟體Praat促進職前教師語音學知識的萌發  –  教育部（MOE PED1090397）– 2020/08/01 – 2021/7/31

10. 計畫共同主持人  –  幼兒園大班至小二的執行功能與閱讀發展之相關性研究   –  科技部（MOST 109-2410-H-227 -007 -MY3）– 2020/08/01 – 2023/7/31（計畫主持人：羊蕙君博士）

11. 大專學生研究計畫指導教授  –  聽損孩童的音樂參與、韻律覺識、音韻覺識與閱讀的關係（國立臺北教育大學特殊教育學系許肇倫同學）–  科技部（MOST 109-2813-C-152-009-H） –  2020/07/01 – 2021/02/28

12. 計畫主持人  –  漢語兒童的聽覺處理、韻律覺識、口語閱讀韻律及早期閱讀能力的關係II  –  科技部（MOST 108-2410-H-152-009-）– 2019/08/01 – 2020/7/31

13. 大專學生研究計畫指導教授  –  對話式閱讀與後設語言能力訓練對孩童閱讀能力之影響（國立屏東大學特殊教育學系廖敏翔同學）–  科技部（MOST 108-2813-C-152-014-H） –  2019/07/01 – 2020/02/28

14. 計畫主持人  –  漢語兒童的聽覺處理、韻律覺識、口語閱讀韻律及早期閱讀能力的關係  –  科技部（MOST 107-2410-H-152-027）– 2018/2/1 – 2019/7/31

15. 計畫主持人  –  補助邀請國際科技人士（澳洲雪梨大學Joanne Arciuli副教授）短期訪問 –  科技部（MOST 107-2912-I-153-502）– 2018/11/13 – 2018/11/19

16. PI, “Auditory processing and linguistic prosody as cross-linguistic precursors in reading development,” Spencer Dissertation Fellowship Program, National Academy of Education. Amount: $25,000 (Unfunded). – 2014

17. 計畫主持人 – 音韻覺識與外語詞彙學習能力之關係– 國科會（NSC  91-2815-C-133-002-H）– 2002/07/1 – 2003/02/28

獲獎

1. 國立臺北教育大學113學年度教育學院教學優良教師獎–2025/06/18 

2. 國立臺北教育大學113學年度國科會補助大專校院研究獎勵–2024/10/23 

3. 國立臺北教育大學113年度優良導師獎–2024/06/27

4. 國立臺北教育大學112學年度國科會補助大專校院研究獎勵–2023/12/26

5. 國立臺北教育大學112學年度學術研究獎勵–2023/11/22 

6. 國立臺北教育大學111學年度學術研究獎勵–2022/12/21 

7. 國立臺北教育大學111學年度國科會補助大專校院研究獎勵–2022/11/02

8. 國立臺北教育大學110學年度教育學院教學優良教師獎–2022/10/14

9. 國立臺北教育大學110學年度學術研究獎勵–2021/12/14

10. 國立臺北教育大學110學年度科技部補助大專校院研究獎勵–2021/10/20

11. 國立臺北教育大學109學年度教學優良獎–2021/10/12

12. 國立屏東大學107年度科技部延攬特殊優秀人才補助（MOST 107-2924-I-153-001-ESR） – 2018/01/01 – 2018/12/31

13. 美國曼菲斯大學智能系統研究中心及研究生學會研討會差旅補助 – 2012~2015

14. 臺灣語言學學會2006年最佳碩士論文獎– 2007/06

15. 中華民國斐陶斐榮譽學會輔仁大學分會榮譽會員 – 2005/06

16. 國家科學委員會大專學生研究創作獎 – 2003/07/10

匿名審查期刊論文

1. Chung, W.-L. (2024). Text difficulty and oral reading prosody in Taiwanese children. Reading and Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-024-10597-6

2. Chung, W.-L. (2024). General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning. International Review of Applied Linguistics in Language Teaching. doi:10.1515/iral-2023-0168 

3. Chung, W.-L. (2024). Oral reading prosody and the relation with reading abilities: A comparison of two rating scales. Reading and Writing: An Interdisciplinary Journal, 37, 869-886. doi:10.1007/s11145-022-10322-1

4. Chung, W.-L., Kyriaki, L., & Arciuli, J. (2023). Associations between sleep, reading and mathematics in Taiwanese children. British Journal of Educational Psychology, 93(3), 694-711. doi:10.1111/bjep.12586 

5. Chung, W.-L., & Yang, H.-C. (2022). The relationship between oral language and storytelling prosody in preschool children. Infant and Child Development, 31(4), e2329. doi:10.1002/icd.2329

6. Chung, W.-L., & Bidelman, G. M. (2022). Acoustic features of oral reading prosody and the relation with reading fluency and reading comprehension in Taiwanese children. Journal of Speech, Language, and Hearing Research, 65(1), 334-343. doi:10.1044/2021_JSLHR-21-00252 

7. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2021). Cross-linguistic contributions of acoustic cues and prosodic awareness to first and second language vocabulary knowledge. Journal of Research in Reading, 44(2), 434-452. doi:10.1111/1467-9817.12349

8. Chung, W.-L., & Bidelman, G. M. (2021). Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities. Reading and Writing: An Interdisciplinary Journal, 34, 337-353. doi:10.1007/s11145-020-10075-9 

9. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2017). Auditory processing, linguistic prosody awareness, and word reading in Mandarin-speaking children learning English. Reading and Writing: An Interdisciplinary Journal, 30, 1407-1429. doi:10.1007/s11145-017-9730-8

10. Chung, W.-L., & Jarmulowicz, L. (2017). Stress judgment and production in English derivation, and word reading in adult Mandarin-speaking English learners. Journal of Psycholinguistic Research, 46, 997-1017. doi:10.1007/s10936-017-9475-1

11. Chung, W.-L., & Bidelman, G. M. (2016). Cortical encoding and neurophysiological tracking of intensity and pitch cues signaling English stress patterns in native and nonnative speakers. Brain and Language, 155-156, 49-57. doi:10.1016/j.bandl.2016.04.004

12. Bidelman, G. M., & Chung, W.-L. (2015). Tone-language speakers show hemispheric specialization and differential cortical processing of contour and interval cues for pitch. Neuroscience, 305, 384-392. doi:10.1016/j.neuroscience.2015.08.010

13. Chung, W.-L., & Hu, C. F. (2007). Morphological awareness and learning to read Chinese. Reading and Writing: An Interdisciplinary Journal, 20, 441-461. doi:10.1007/s11145-006-9037-7

匿名審查研討會之海報及論文發表（*指導的大學部學生及碩士生。）

1. Chung, W.-L. (2025, February). The role of working memory, transcription skills, and oral language skills in written composition among Taiwanese children. Paper presented at the 9th annual conference of the Association for Reading and Writing in Asia, Cebu, Philippines.

2. Chung, W.-L. (2024, December). Syntactic complexity between the ages of 4-9. iPoster presented at the annual convention of the American Speech-Language-Hearing Association, Seattle, WA.

3. 廖敏翔*、鐘偉倫（2024，12月）。華語學齡孩童在重述故事的句法複雜度。海報論文發表於台灣聽力語言學會113年度學術會議，中山醫學大學，臺中市。  

4. Chung, W.-L. (2024, February). Relative contributions of speech prosody and reading prosody to reading comprehension. Paper presented at the 8th annual conference of the Association for Reading and Writing in Asia, Jeju Island, South Korea.

5. Yang, H.-C., & Chung, W.-L. (2024, February). Can preschoolers’ executive functions predict their reading abilities in second grade? Poster presented at the 8th annual conference of the Association for Reading and Writing in Asia, Jeju Island, South Korea.

6. Chung, W.-L. (2023, February). Acoustic measures of reading prosody, text difficulty and reading comprehension. Paper presented at the 7th annual conference of the Association for Reading and Writing in Asia, Virtual Meeting. 

7. Yang, H.-C., & Chung, W.-L. (2022, October). Preschoolers’ executive functions and the relation with their reading abilities in first grade. Paper presented at the online symposium of the Asia Pacific Society of Speech, Language and Hearing.

8. 鐘偉倫（2022，8月）。使用語音軟體Praat促進職前教師語音學知識的萌發。口頭發表於110年教學實踐研究計畫成果交流會，靜宜大學，臺中。

9. Chung, W.-L. (2022, February). Text difficulty and oral reading prosody in Taiwanese fourth graders. Paper presented at the 6th annual conference of the Association for Reading and Writing in Asia, Virtual Meeting.

10. Yang, H.-C., & Chung, W.-L. (2022, February). Executive functions and preliteracy skills in Taiwanese preschool children. Paper presented at the 6th annual conference of the Association for Reading and Writing in Asia, Virtual Meeting.

11. Chung, W.-L. & Yang, H.-C. (2021, November). Speech prosody and oral language ability in Taiwanese preschool children. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Washington, D.C. 

12. Chung, W.-L. (2021, July). Acoustic features of oral reading prosody and the relation with reading fluency and reading comprehension in Taiwanese children. Paper presented at the 28th annual meeting of the Society for the Scientific Study of Reading, Virtual Meeting.

13. Chung, W.-L. (2021, March). Oral reading prosody and the relation with reading comprehension: A comparison of two rating scales. Paper presented at the 5th annual conference of the Association for Reading and Writing in Asia, Virtual Meeting.

14. 廖敏翔*、鐘偉倫（2020，12月）。對話式閱讀與後設語言能力訓練對孩童閱讀能力之影響。海報論文發表於台灣聽力語言學會109年度學術會議，高雄市。 

15. Chung, W.-L. (2020, October). Contributions of pitch discrimination, prosodic and phonological awareness to reading abilities: A one-year longitudinal study from preschool to first grade. Paper presented at the Conference on Child Development and Family Studies, Taipei, Taiwan. 

16. Chung, W.-L. (2020, July). Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and the relation with their reading abilities in first grade. Paper accepted at the 27th annual meeting of the Society for the Scientific Study of Reading, Newport Beach, CA. (conference canceled)

17. Chung, W.-L. (2019, August). Prosodic processing, phonological awareness and vocabulary knowledge in Mandarin-speaking children. Paper presented at the 31st World Congress of the International Association of Logopedics and Phoniatrics (IALP), Taipei, Taiwan.

18. Chung, W.-L. (2018, July). Phonological awareness and working memory are better predictors of poor English learners than prosodic awareness. Poster presented at the 25th annual meeting of the Society for the Scientific Study of Reading, Brighton, United Kingdom.

19. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2017, July). Amplitude envelope onset, native prosodic and phonological awareness, and nonnative word learning. Paper presented as part of Symposium on The Secret Life of Suprasegmentals at the 24th annual meeting of the Society for the Scientific Study of Reading, Halifax, Canada.

20. 蔡雅薰、鐘偉倫（2017，7月）。文本可讀性指標自動化分析系統在華語一語與二語教材設計之應用。第七屆語言學與華語二語教學國際學術研討會。中國煙臺：魯東大學。

21. 蔡雅薰、鐘偉倫（2017，6月）。以國際情懷為本之華語教材難度分析研究。第三屆國際漢語教學研討會。香港：香港教育大學。

22. Chung, W.-L. (2016, October). Cross-linguistic contributions of acoustic cues and prosody awareness for first and second language vocabulary knowledge. Paper presented at the annual meeting of Taiwanese Psychological Association, Tainan, Taiwan.

23. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2015, July). Auditory processing, linguistic prosody awareness, and word reading in Mandarin-English bilingual children. Paper presented as part of Symposium on New Investigations into Suprasegmental Phonology and Reading at the 22nd annual meeting of the Society for the Scientific Study of Reading, The Big Island, HI. 

24. Chung, W.-L. & Bidelman, G. M. (2015, March). Tone-language speakers show hemispheric specialization and differential cortical processing of contour and interval cues for pitch. Poster presented at the 22nd annual meeting of the Cognitive Neuroscience Society, San Francisco, CA. 

25. Bidelman, G. M., & Chung, W.-L. (2015, March). Cortical encoding and neurophysiological tracking of English stress patterns in native and nonnative speakers. Poster presented at the 22nd annual meeting of the Cognitive Neuroscience Society, San Francisco, CA. 

26. Bidelman, G. M., & Chung, W.-L. (2015, February). Tone-language speakers show hemispheric specialization and differential cortical processing of contour and interval cues for pitch. Poster presented at the 37th annual meeting of the Association for Research in Otolaryngology, Baltimore, MD.

27. Chung, W.-L., & Jarmulowicz, L. (2014, July). English stress perception, production, and reading by adult Mandarin-speaking English learners. Paper presented as part of Symposium on The Role of Prosody in Reading at the 21st annual meeting of the Society for the Scientific Study of Reading, Santa Fe, NM.

28. Chung, W.-L., Jarmulowicz, L., & Buder, E. H. (2014, May). English stress production by Taiwanese college students. Paper presented at the 31st International Conference on English Teaching and Learning, Zhongli, Taiwan.

29. Chung, W.-L., & Jarmulowicz, L. (2013, November). English stress knowledge and reading ability in adult Mandarin-speaking English learners. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.

30. Chung, W.-L., & Jarmulowicz, L. (2013, July). English stress in word production, perception, and reading by Chinese-speaking English learners. Poster presented at the 20th annual meeting of the Society for the Scientific Study of Reading, Hong Kong, China.

31. Chung, W.-L., & Jarmulowicz, L. (2012, November). Morphological awareness: A comparison of two derivational morphology tasks. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Atlanta, GA.

32. Chung, W.-L., Jarmulowicz, L., & McMillen, S. (2012, November). Lexical stress assignment in adult Chinese-speaking English learners. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Atlanta, GA.

33. Chung, W.-L., & Hu, C. F. (2005, July). Early development of morphological awareness in Chinese-speaking children. Paper presented at the 6th Pacific Early Childhood Education Research Association 2005 Conference, Taipei, Taiwan.

學術專書篇章

1. 蔡雅薰、鐘偉倫（2018）。中文文本可讀性指標自動化分析系統在華語一語與二語教材設計過程中之應用。載於胡曉清、李春普、吳偉平主編，語言學與華語二語教學： 語言習得與語料庫的建設和使用（124-148）。香港：商務印書館。

2. 蔡雅薰、林振興、鐘偉倫（2017）。海外華語師資數位碩士在職專班之設置與發展。載於吳偉平主編，語言學與華語二語教學：課程設置與測試（132-152）。香港：香港大學出版社。

翻譯書籍章節 

1. McBride, C. (2019)：鐘偉倫（準備中）：〈 共病性〉。見王立志（主編 ），《克服讀寫障礙、書寫障礙和注意力不足過動症：全球視角》， 頁 xxx–xxx。新北市：心理出版社。

研究報告

1. Chung, W.-L. (2003). The relation between phonological awareness and foreign word learning. Unpublished National Science Council Research Report.

研究技能（軟體）

1. Acoustic analysis: Praat, TF32

2. Electrophysiological signal analysis: Neuroscan Curry, Matlab

3. Language sample analysis: CLAN, SALT

4. Statistics: SPSS, LISREL

專業證書 

1. Certificate of Associate Professor, Ministry of Education, Taiwan – 2023/02/01

2. Certificate of Assistant Professor, Ministry of Education, Taiwan – 2017/08/15

3. Teacher Training Program in Chinese as a Foreign Language, National Taiwan Normal University – 2010/07/08

4. Certificate of Elementary School Teacher, Ministry of Education, Taiwan – 2006/06/23

K-12

1. 臺北市立建安國民小學教師 

2. 花蓮縣立和平國民小學教育替代役 

3. 國立臺北教育大學附設實驗小學實習教師 

4. 臺北市立東門國民小學實習教師 

獎學金

1. 美國曼菲斯大學溝通科學與障礙博士生研究助理獎學金（每年生活費16,800美元及學費減免）– 2011/09 - 2015/12

2. 教育部留學獎學金（每年16,000美元）– 2011/06 - 2013/05

3. 財團法人語言訓練測驗中心語言學研究生獎學金（$250美元）– 2005/12/26

4. 教育部師資培育公費生獎學金（每年生活費$3,000美元及學費減免）– 1999/09 - 2003/06

專業社群會員 

• 1. American Speech-Language-Hearing Association

  2. Asia Pacific Society of Speech, Language and Hearing

  3. Association for Reading and Writing in Asia

  4. Cognitive Neuroscience Society

  5. International Literacy Association

  6. Society for the Scientific Study of Reading

  7. 中華溝通障礙教育學會

  8. 台灣學障學會

  9. 台灣語言學學會