Sihui (Echo) Ke
Office hours (Spring 2023): 3:00pm-5:00 pm, Mondays, in person at POT1471 or Zoom (Please email email@example.com to make an appointment).
Ph.D. in Second Language Acquisition, Carnegie Mellon University, 2016
I am particularly interested in examining how adults and children develop reading competence in an additional language, and exploring innovative approaches of effective learning and teaching at two interconnected stages (learning-to-read and reading-to-learn) in two or multiple languages.
My research is guided by four questions:
- How do previously acquired reading competencies affect subsequent reading development in an additional language?
- What are the universal and language-specific processes in reading development? How can Chinese research inform studies of bilingual and multilingual reading development?
- How does language and literacy input in different multilingual contexts shape reading development in an additional language?
- What are some of the effective ways of integrating reading assessment and instruction in an additional language?
External Research Grants:
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)
CHI201 Intermediate Chinese
CHI 520 Introduction to Chinese Linguistics
MCL100 The World of Language
MCL517/LIN 517 Second Language Acquisition/Special Topics in Linguistics
MCL 575 Introduction to Linguistics and Language Structures
MCL610 L2 Teach Methods:9-12, Adult & Adv Lrnrs
MCL665 Second Language Curriculum and Assessment
EDC560/TSL 560 Literacy Development in the ESL Classroom
TSL 675 English Grammar: Analysis and Pedagogy
Call for manuscript submission till Dec. 31, 2023: https://www.mdpi.com/journal/education/special_issues/2F17SQ319X
- 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
- 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
- Ke, S. & Koda, K. (2021). Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language. Applied Psycholinguistics. DOI:10.1017/S014271642100031X
- Ke, S., Miller, R., Zhang, D. and 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. (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.
- 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.
- 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. & 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.
- 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-Chines...
- Ke, S., & Xiao, F. (2015). Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness, 24(4), 355-380.