# positions[].organizations[].parent[].label
School of Education and Human Development

# keywords[]
5204 Cognitive And Computational Psychology

# educationAndTraining[].organization.label
University of Illinois at Urbana Champaign - (Urbana, Illinois, United States)

# publications[].label
Acquisition of Chinese characters: the effects of character properties and individual differences among learners

# publications[].label
The Role of Natural Class Features in the Acquisition of Phonotactic Regularities

# publications[].label
Acquisition of Chinese characters: the effects of character properties and individual differences among second language learners.

# publications[].label
Connecting Theory and Practice: a Systematic Review of K-5 Science and Math Literacy Instruction

# publications[].label
Emergent leadership in children's discussion groups

# publications[].label
Social influences on children's development of relational thinking during small-group discussions

# publications[].label
The role of input in bilingual children's language and literacy development: Introduction to the Special Issue

# publications[].label
The development of vocabulary and morphological awareness: A longitudinal study with college EFL students

# publications[].label
Beyond Cross-Language Transfer: Reconceptualizing the Impact of Early Bilingualism on Phonological Awareness

# publications[].label
Theoretical trends of research on technology and L2 vocabulary learning: A systematic review

# publications[].label
Compliment Response Behaviour on Facebook: A Study with Iranian Facebook Users

# publications[].label
Discovering the literacy gap: A systematic review of reading and writing theories in research

# publications[].label
Effectiveness of interventions on improving English language learners' intelligibility and comprehensibility: A meta-analytic review

# publications[].label
Bilingualism and Phonological Awareness: Re-examining Theories of Cross-Language Transfer and Structural Sensitivity.

# publications[].label
Both Theory and Practice: Science Literacy Instruction and Theories of Reading

# publications[].label
Collaborative reasoning: a dialogic approach to group discussions

# publications[].label
Children's use of analogy during collaborative reasoning.

# publications[].label
The role of natural class features in the acquisition of phonotactic regularities.

# publications[].label
Collaborative Reasoning: Expanding Ways for Children to Talk and Think in School

# publications[].label
Korean-english Bilingual Children's Stress Cue Sensitivity and its Relationship with Reading in English.

# publications[].label
Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

# publications[].label
A critical examination of the relationship among research, theory, and practice: Technology and reading instruction

# publications[].label
Measuring argumentative reasoning: What's behind the numbers?

# publications[].label
Influence of a Teachers Scaffolding Moves During Child-Led Small-Group Discussions

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
The relationship between input and literacy and metalinguistic development: A study with Chinese-English bilinguals

# publications[].label
The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: a cross-linguistic study of classroom discourse

# publications[].label
The effects of technology-integrated classroom instruction on K-12 English language learners' literacy development: a meta-analysis

# publications[].label
Learning to Read Across Languages, Cross-Linguistic Relationships in First- and Second-Language Literacy Development

# publications[].label
Cross-language transfer: a single case study on the acquisition of argumentative reasoning

# publications[].label
Reviews of research funded by U.S. Institute of Educational Sciences:A case of reading development and instruction

# publications[].label
Less is more: Teachers influence during peer collaboration.

# publications[].label
Bilingualism and morphological awareness: a study with children from general education and Spanish-English dual language programs

# publications[].label
Morphological Awareness and Learning to Read: A Cross-Language Perspective

# publications[].label
Effects of early bilingualism on learning phonological regularities in a new language.

# researcherOn[].label
A Trip to East Asia: STARTALK Summer Programs in Chinese and Korean

# researcherOn[].awardedBy.label
National Security Agency - (Fort George Meade, Maryland, United States)

# researcherOn[].awardedBy.label
National Security Agency - (Fort George Meade, Maryland, United States)

# researcherOn[].label
A Trip to East Asia: STARTALK Summer Programs in Chinese and Korean

# researcherOn[].awardedBy.label
National Security Agency - (Fort George Meade, Maryland, United States)

# researcherOn[].awardedBy.label
National Security Agency - (Fort George Meade, Maryland, United States)

# streetAddress
Texas A&M University; Teaching, Learning And Culture (Tlac); 4232 TAMU

# schools[]
School of Education and Human Development

# inTheNews[].label
Texas A&M College Of Education Shares Voices Of Impact

# inTheNews[].label
Fourth Annual Voices Of Impact Set For Feb. 6

# etdChairOf[].label
Park, Jeong Hyun (2018-10). Lexical Stress Sensitivity and Reading in English: A Systematic Review and Two Empirical Explorations among Korean-English Bilinguals. Doctoral Dissertation.

# etdChairOf[].label
Yang, Xinyuan (2018-08). When Reading Goes Digital: Conceptual and Methodological Reviews on Technology and L2 Vocabulary Learning. Doctoral Dissertation.