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    keiko koda

    ... Second language reading differs markedly from L1 reading simply because it involves two languages in ... of L2 reading must explain how the involvement of two languages alters itsdevelopment. Probing the impacts of dual-language... more
    ... Second language reading differs markedly from L1 reading simply because it involves two languages in ... of L2 reading must explain how the involvement of two languages alters itsdevelopment. Probing the impacts of dual-language involvement, however, is far from simple ...
    ... In its relatively brief history, the research based its theoretical ground on principles derived from first language (LI) research. ... In LI reading, children have usually mastered the basiclanguage structure through oral interaction... more
    ... In its relatively brief history, the research based its theoretical ground on principles derived from first language (LI) research. ... In LI reading, children have usually mastered the basiclanguage structure through oral interaction before instruction begins. ...
    ... From the language-specific perspective, current transfer research investigates how transferred L1 skills are integrated in L2 reading by addressing various cross-linguistic issues uniquely associated with bilingual information... more
    ... From the language-specific perspective, current transfer research investigates how transferred L1 skills are integrated in L2 reading by addressing various cross-linguistic issues uniquely associated with bilingual information processing. ...
    ... All participants reported they started taking courses in English as a foreign language at high school in their home countries, wherein traditional teaching methods, emphasizing ... The task-based variability among Chinese participants... more
    ... All participants reported they started taking courses in English as a foreign language at high school in their home countries, wherein traditional teaching methods, emphasizing ... The task-based variability among Chinese participants may be explained, at least in part, by the ...
    ... Although systematic investigations of LI processing experience effects (eg, Brown & Haynes, 1985; Gairns, 1992; Green & Meara, 1988; Koda, 1989b, 1990; Randall, 1991; Ryan & Meara, 1991)... more
    ... Although systematic investigations of LI processing experience effects (eg, Brown & Haynes, 1985; Gairns, 1992; Green & Meara, 1988; Koda, 1989b, 1990; Randall, 1991; Ryan & Meara, 1991) and L2 experience effects (eg, Bernhardt, 1991b; Haynes & Carr, 1990; Segalowitz ...
    This study examined word identification skills between two groups of college students with different first language (L1) backgrounds (Chinese and Korean) learning to read English as a second language (ESL). Word identification skills were... more
    This study examined word identification skills between two groups of college students with different first language (L1) backgrounds (Chinese and Korean) learning to read English as a second language (ESL). Word identification skills were tested in a naming experiment and an auditory category judgment task. Both groups of ESL learners demonstrated faster and more accurate naming performance on high-frequency words than low-frequency words and faster and more accurate naming performance on regular words than exception words. Moreover, for both groups, the difference in naming accuracies between regular and exception words was more pronounced for low-frequency words than for high-frequency words. An L1 effect was observed: The Korean students were overall more accurate than were the Chinese students in naming all categories of words. Furthermore, the Korean students showed a higher percentage of regularization errors in naming low-frequency exception words than did Chinese students. The Korean students were also more accurate and faster in auditory meaning retrieval than were the Chinese students. These findings contribute to current knowledge about whether learning to read a second language (L2) involves universal or language-specific processes. Our findings suggest that L2 readers with different L1 orthographic backgrounds engage in both universal and language-specific processes. On the one hand, properties of the L2 writing system affect L2 processing similarly across learners irrespective of L1 backgrounds. On the other hand, L1 reading experiences also come into play in L2 reading. Particularly, systematic differences exist in L2 processing among learners with alphabetic and nonalphabetic L1 backgrounds, as would be predicted from crossinguistic analyses. We argue for an interactive view of L2 reading. The properties of both L1 and L2 interact with one another, jointly contributing to L2 reading processes.
    This study examined young Heritage Language (HL) learners' home literacy environment and its impact on HL word-knowledge development, focusing on a group of Chinese–English bilingual children learning to read in Chinese... more
    This study examined young Heritage Language (HL) learners' home literacy environment and its impact on HL word-knowledge development, focusing on a group of Chinese–English bilingual children learning to read in Chinese as a Heritage Language in the United States. A ...
    Within the Structural Equation Modeling framework, this study tested the direct and indirect effects of morphological awareness and lexical inferencing ability on L2 vocabulary knowledge and reading comprehension among advanced Chinese... more
    Within the Structural Equation Modeling framework, this study tested the direct and indirect effects of morphological awareness and lexical inferencing ability on L2 vocabulary knowledge and reading comprehension among advanced Chinese EFL readers in a university in China. Using both regular z-test and the bootstrapping (data-based resampling) methods, the study found that morphological awareness contributed to L2 vocabulary knowledge directly and indirectly through the mediation of learners’ lexical inferencing ability. It was also observed that morphological awareness made no significant unique or direct contribution to reading comprehension after adjusting for vocabulary knowledge; its indirect effects on reading comprehension, however, were significant, both through the mediation of vocabulary knowledge alone, and the multiple mediations of lexical inferencing ability and vocabulary knowledge.