Publications

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Tardif, Twila, Maria M. Arredondo, Lucy Shih-Ju Hsu, Ioulia Kovelman and Ka I. Ip. 2019. Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English. International Journal of Bilingual Education and Bilingualism 22 (2) : 207–223.
Kormos, Judit, Karmen Pižorn and Milena Košak Babuder. 2019. The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners. Applied Linguistics 37 (5) : 834–858.
Kremin, Lena V., Maria M. Arredondo, Lucy Shih-Ju Hsu, Teresa Satterfield and Ioulia Kovelman. 2019. The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US. International Journal of Bilingual Education and Bilingualism 22 (2) : 192–206.
Thompson, Sophie, Emma Marsden and Luke Plonsky. 2018. A methodological synthesis of self-paced reading in second language research. Applied Psycholinguistics 39 (5) : 861–904.
Hellerstein-Yehezkel, Devora. 2017. The path to reading comprehension through intercultural competence in the multicultural EFL classroom. Language and Intercultural Communication 17 (3) : 232–343.
Ghonsooly, Behzad and Gholam Hassan Khajavy. 2017. Predictors of willingness to read in English: testing a model based on possible selves and self-confidence. Journal of Multilingual and Multicultural Development 38 (10) : 871–885.
Chow, Bonnie Wing-Yin, Barbie Hiu-Tung Chui, Michael Wei-Chun Lai and Sylvia Y.C.L. Kwok. 2017. Differential influences of parental home literacy practices and anxiety in English as a foreign language on Chinese children's English development. International Journal of Bilingual Education and Bilingualism 20 (6) : 625–637.
Finkbeiner, Claudia and Jennifer Schluer. 2017. Developing prospective teachers’ diagnostic skills through collaborative video analysis: focus on L2 reading. Language Awareness 26 (4) : 282–303.
Yamashita, Junko and Toshihiko Shiotsu. 2017. Comprehension and Knowledge Components That Predict L2 Reading: A Latent-Trait Approach. Applied Linguistics 38 (1) : 43–67.
Wong, Yu Ka. 2017. The role of radical awareness in Chinese-as-a-second-language learners’ Chinese character reading development. Language Awareness 26 (3) : 211–225.
Zhang, Dongbo. 2017. Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study. Applied Linguistics 38 (6) : 871–895.
Busque, Christine, Joanna White and Pamela Gunning. 2016. Raising learners' awareness through L1–L2 teacher collaboration. Language Awareness 25 (1,2) : 72–88.
Sung, Ko-Yin and Frederick J. Poole. 2016. A preliminary study on the effects of an E-gloss tool on incidental vocabulary learning when reading Chinese as a foreign language. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 51 (3) : 266–285.
Fortune, Tara W. and Wei Song. 2016. Academic achievement and language proficiency in early total Mandarin immersion education. Journal of Immersion and Content-Based Language Education 4 (2) : 168–179.
Bensoussan, Marsha. 2015. Motivation and English language learning in a multicultural university context. Journal of Multilingual and Multicultural Development 36 (4) : 432–440.
White, Joanna, Pamela Gunning and Christine Busque. 2015. Raising learners' awareness through L1–L2 teacher collaboration. Language Awareness 24 (4) : 72–88.
Kirby, John R. and Miao Li. 2015. The Effects of Vocabulary Breadth and Depth on English Reading. Applied Linguistics 36 (5) : 611–634.
Bordag, Denisa, Amit Kirschenbaum, Erwin Tschirner and Andreas Opitz. 2015. Incidental acquisition of new words during reading in L2: Inference of meaning and its integration in the L2 mental lexicon. Bilingualism 18 (3) : 372–390.
Shin, Changok and Anastasia Riazantseva. 2015. Reader identity: a case study of Korean graduate students’ meaning construction of an L2 literary text. Language and Intercultural Communication 15 (4) : 600–615.
Yamasaki, Brianna L. and Chantel S. Prat. 2014. The Importance of Managing Interference for Second Language Reading Ability: An Individual Differences Investigation. Discourse Processes 51 (5,6) : 445–467.
Zhang, Lawrence Jun, John Ehrich, Jon Congjun Mu and Lisa Catherine Ehrich. 2013. Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers? Language Awareness 22 (1) : 39–55.
Negro, Isabelle and Sophie Genelot. 2012. The role of language skills in learning to read: The case of bilingualism in French overseas departments. Applied Psycholinguistics 33 (2) : 799–828.
Vaish, Viniti. 2012. Teacher beliefs regarding bilingualism in an English medium reading program. International Journal of Bilingual Education and Bilingualism 15 (1) : 53–69.
Zenotz, Victoria. 2012. Awareness development for online reading. Language Awareness 21 (1,2) : 85–100.
Huhta, Ari and J. Charles Alderson. 2011. Can research into the diagnostic testing of reading in a second or foreign language contribute to SLA research? EUROSLA Yearbook 11 (1) : 30–52.