Sihui (Echo) Ke

ske263's picture
  • Assistant Professor of Second Language Acquisition
  • Modern & Classical Languages Literatures & Cultures
  • Masters in Teaching World Languages
  • Teaching English as a Second Language
  • Chinese Studies
  • Linguistics
Office: 1471 Patterson Office Tower, Mailing address: 1055 Patterson Office Tower, Lab: 1551 Patterson Office Tower
Office: (859) 323-7307, Lab: (859) 257-9854, Fax: (859) 257-3743
  • Other Affiliations:
Research Interests:

Office hours (Fall 2020): 1:00-3:00 pm Monday (via Zoom)


Ph.D. in Second Language Acquisition, Carnegie Mellon University, 2016


I am particularly interested in examining how adults and children develop reading competence in a second language, and exploring innovative approaches of effective learning and teaching at two interconnected stages (learning-to-read and reading-to-learn) in two languages (Chinese and English).

My research is guided by three questions: 

  1. What are the universal and language-specific processes in reading development? How do previously acquired reading competencies affect subsequent reading development in an additional language? 
  2. What are some of the effective ways of integrating L2 literacy assessment and instruction? 
  3. How can Chinese research inform studies of second language reading development?

External Research Grants (PI):

2019-2020 Language Learning Early Career Research Grant, Project title: Validating the simple view of reading in adult second language learners

2018-2019 ACTFL 2018's Research Priorities Initiative, Project title: When Should Characters Be Introduced to a Blended College-level Beginning Chinese Course? A Semi-replication Study (Co-researcher: Dr. Stayc Dubravac, University of Kentucky)



MCL100 The World of Language

MCL517/LIN 517 Second Language Acquisition/Special Topics in Linguistics

MCL 575: Introduction to Linguistics

MCL598/CHI 520  Introduction to Chinese Linguistics

MCL610 L2 Teach Methods:9-12, Adult & Adv Lrnrs

MCL665 Second Language Curriculum and Assessment

TSL 560 Literacy Development in the ESL Classroom

TSL 665 English Grammar: Analysis and Pedagogy

Selected Publications

Peer-reviewed Journal Articles

1. Ke, S., Miller, R. Zhang, D. & Koda, K. (accepted). A synthesis and meta-analysis of relations between morphological awareness and second language reading developmentLanguage Learning.


2. Jin J. & Ke, S. (2020/online first). Second language acquisition at interfaces: A study of word order variations in the Chinese nominal domain. Journal of Psycholinguistic Research.


3. 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. doi:10.1007/s11516-020-0002-z


4. 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 Quarterly55(2), 311-329.


5. Ke, S. & Koda, K. (2019/online first in 2017). 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), 456-477DOI: 10.1093/applin/amx040

6. Ke, S. & Koda, K. (2017). Contributions of morphological awareness to adult L2 Chinese word meaning inferencing. The Modern Language Journal, 101 (4), 742-755.

7. 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.

8. 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:

9. Ke, S., & Xiao, F. (2015). Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness24(4), 355-380.

Book Chapters

10. 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.


11. 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.


Book Reviews

12. Ke, S. (invited/2015). The Routledge intermediate Chinese reader. The Modern Language Journal99 (3), 619-620.


13. Ke, S. (2014). Bilingualism in schools and society: language, identity, and policy. International Journal of Bilingual Education and Bilingualism17 (6), 718-721.


Publications in Chinese

14. Koda, K. & Ke, S. (invited, 2018a). 一语在二语阅读发展中的促进作用 [L1-induced facilitation in L2 reading development]. 国际汉语教学研究 Journal of International Chinese Teaching], 18(2), 40-48.


15. Koda, K. & Ke, S. (invited, 2018b). 外语教学与评估:以读促学法 [An integrated approach to FL teaching and assessment]. 国际汉语教学研究 Journal of International Chinese Teaching], 18(3), 37-45.


16. Koda, K. & Ke, S. (invited, 2018c). 外语词语习得能力 的培养 [Promoting vocabulary learning competence in a foreign language]. 国际汉语教学研究 Journal of International Chinese Teaching], 18(4), 36-40.

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