Metalinguistic awareness and second language reading development
Validating the Simple View of Reading in a second language
ESL/bilingual/heritage/foreign language education
Chinese Applied Linguistics
- Zhang, D., Ke, S., Anglin-Jaffe, H., & Yang, J. (2023). Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations. Journal of Deaf Studies and Deaf Education, enad024.
- Zhang, D., Ke, S. (E.), & Mo, Y. (2023). Morphology in reading comprehension among school-aged readers of English: A synthesis and meta-analytic structural equation modeling study. Journal of Educational Psychology, 115(5), 683–699. https://doi.org/10.1037/edu0000797
- Ke, S., Zhang, D. & Koda, K. (2023). Metalinguistic awareness in second language reading development. Cambridge University Press. Doi: 10.1017/9781108979801
- Ke, S. & Koda, K. (2021). Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a second language. Applied Psycholinguistics, 42(5), 1263 – 1286.
- Ke, S., Miller, R. Zhang, D. & Koda, K. (2021). Crosslinguistic sharing of morphological awareness in biliteracy development: A systematic review and meta-analysis of correlation coefficients. Language Learning, 71(1), 8-54.
- Ke, S. & Zhang, D. (2021). Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships. In B. Reynolds & M. Teng (Eds.),Teaching English reading and writing to young learners. Special issue of Studies in Second Language Learning and Teaching, 11(3), 331-350.
- Ke, S. & Koda, K. (2019). Is vocabulary knowledge sufficient for word meaning inference? An investigation of the role of morphological awareness in adult L2 learners of Chinese. Applied Linguistics, 40(3), 456-477.
- Ke, S. & Koda, K. (2017). Contributions of morphological awareness to adult L2 Chinese word meaning inferencing. The Modern Language Journal, 101 (4), 742-755.
- Ke, S., & Xiao, F. (2015). Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness, 24(4), 355-380.
Validating the Simple View of Reading in a second language
- Li, X., Miller, R.T., Zhang, J. , & *Ke, S. (2023). Profiling adult L2 readers in English bridge programs: A not-so-simple view of L1 effect. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-023-09955-2
- Ke, S. (2022). Reading comprehension subcomponent skills of Chinese-speaking ESL and EFL learners. Reading in a Foreign Language, 34(2), 304–322.
- Chen, T. Xu, X., Hao, Y., & *Ke, S. (2022). Connecting the dots: the contribution of orthographic knowledge to L2 Chinese reading comprehension through serial mediation of word decoding and listening comprehension. . Reading and Writing. https://doi.org/10.1007/s11145-022-10342-x
- Zhang, D. & Ke, S. (2019). The simple view of reading made complex by morphological decoding fluency in bilingual fourth-grade readers of English. Reading Research Quarterly, 55(2), 311-329.
ESL/bilingual/heritage/foreign language education
- Ke, S., Xia, Y., & Zhang, J. (2023). What really matters in early bilingual and biliteracy acquisition? Home language and literacy input in Chinese heritage language learners. Researching and Teaching Chinese As a Foreign Language. https://doi.org/10.1558/rtcfl.24922
- Lü, C., Pace, A. & Ke, S. (2022). Bidirectional transfer of definition skills and expressive vocabulary knowledge in Chinese-English Dual Language Learners. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2022.2108308
- Jin, J., Ke, S. & Lee, C. K. J. (2022). Language interfaces in adult heritage language acquisition: A study on encoding of nominal reference in Mandarin Chinese as a heritage language. Frontiers in Psychology-Education Psychology. https://doi.org/10.3389/fpsyg.2021.790102
- Koda, K. & Ke, S. (2018). Advanced reading proficiency in collegiate foreign language learners. In P. A. Malovrh & A. Benati (Eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp.483-504). Wiley-Blackwell.
- Ke, S. & Tucker, G. R. (2015). Unleavened cakes: An overview of second language Chinese education for South Asian students in Hong Kong. K-12 Chinese Language Teaching (online open access). Retrieved from: http://clta-us.org/wp-content/uploads/2015/09/Unleavened-Cakes-L2-Chinese-Education-for-South-Asian-Students-in-Hong-Kong.pdf
Chinese Applied Linguistics
- Ke, S. , Jin, R., & Koda, K. (accepted). Adult L2 Learners’ Morphological Sensitivity in a Morphosyllabic Language. The Mental Lexicon.
- Ke, S. (2024). Does Pinyin Spelling Matter in Self-Teaching in Chinese as a Foreign Language? 《華語文教學研究》(Journal of Chinese Language Teaching), 21(1), 39-70. https://toaj.stpi.narl.org.tw/index/journal/volume/4b1141f98e737b1f018ea20df1d40f52
- Ke, S. & DuBravac, S. (2021). When should characters be introduced to novice-level Chinese in a blended learning setting? In Xiao F. (ed.), L2 Chinese reading and writing. Special issue in Studies in Chinese Learning and Teaching. www.cmusclt.org/uploads/5/0/4/4/50448629/sclt2021.pdf
- Chen, T., Ke, S., & Koda, K. (2021). The Predictive Role of Early Grapho-Morphological Knowledge in Later Reading Comprehension in L2 Chinese. Frontiers in Psychology, 4870. https://doi.org/10.3389/fpsyg.2021.757934
- Jin J. & Ke, S. (2021). Second language acquisition at interfaces: A study of word order variations in the Chinese nominal domain. Journal of Psycholinguistic Research, 50(3), 563-583.
- Ke, S. (2020). Review of research on learning and instruction with specific reference to reading Chinese as an additional language (1976–2018). In Y. Gong & C. Lai (eds.), The teaching and learning of Chinese as a second or foreign language (CSL/CFL): The current situation and future directions. Special Issue in Frontiers of Education in China, 15(1), 14–38.
- Ke, S. & Koda, K. (2018). Developing reflective learners in Chinese as a foreign language in the U.S. In K. Koda & J. Yamashita (Eds.), Reading to Learn: An Integrated Approach to FL Teaching and Assessment (pp.192-210). Routledge.
- Ke, S. & Chan, S-D. (2017). Strategy use in L2 Chinese reading: The effect of L1 background and L2 proficiency. System: An International Journal of Educational Technology and Applied Linguistics, 66, 27-38.