Increasing linguistic diversity within the United States has prompted a rapid expansion of language-based education programs in public schools. While a growing body of research has examined the impact of bilingualism on language and literacy development, most have focused on typically-developing learners. This project investigates the effect of bilingual experience on the language and literacy development of an under-studied population: at-risk readers. Participants included native English-speaking children who were either typically-developing or at-risk readers and who were participating in either a general education or a dual-language program. A longitudinal mixed methods study was conducted to a) characterize the similarities and differences in literacy development between typically-developing and at-risk readers varying in bilingual experience; and b) identify potential contextual factors in which the positive effect of bilingual experience may be maximized for at-risk readers. By including participants from Chinese-English and Spanish-English dual language programs, we examined how experiences in languages that vary in typological affinity and structural similarities affect the language and literacy development of at-risk readers.

Publications & Presentations

Moody, S., Kuo, L.-J., Harper, K., & McTigue, E. (2019). Literacy development of at-risk readers in a dual-language program: Challenges and opportunities. Paper presented at the American Association of Applied Linguistics Annual Conference, Atlanta, GA.

Harper, K., Kuo, L.-J., Moody, S., Moyna, I. (April, 2018). Adult second language learners with dyslexia: Challenges and opportunities. American Association of Applied Linguistics Annual Conference, Chicago, IL.

Chen, Z., Kuo, L. –J., & Ko, S. W. (2016). The impact of bilingual experience on the literacy development of struggling readers. Journal of Childhood & Developmental Disorders, 2(2).

Project Status

Data collection is complete. Although we have developed several presentations and publications based on the study to date, we have additional data that can be further analyzed and published.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigators

Li-Jen Kuo

Erin McTigue

Irene Moyna

Yu-min Ku, National Central University, Taiwan

Graduate Assistants

Zhuo Chen

Kelsey Harper

Stephanie Moody

Xinyuan Yang

Funding Sources

Chiang Ching-Kuo Foundation

Program to Enhance Scholarly and Creative Activities Grant, TAMU

Enhancing reading proficiency in English among adolescents is a significant educational agenda in many countries around the world because English reading proficiency is strongly associated with academic achievement as well as future competitiveness in the job market. Research suggests that vocabulary is a fundamental element of reading and a robust predictor of the development of reading comprehension. This study investigates the development of vocabulary and reading comprehension among Taiwanese EFL (English as a Foreign Language) college freshmen. It explores how Taiwanese college students 1) acquire vocabulary and develop reading comprehension skills through their utilization of morphological and syntactic awareness (i.e., understanding of the structures of words and sentences); and 2) respond to an intervention that targets the continual development of morpho-syntactic knowledge. The one-year longitudinal study included more than 500 participants and their teachers. Data included student assessments of vocabulary, morpho-syntactic awareness, and reading comprehension, as well as interviews with students and their teachers.

Publications & Presentations

Jiang, Y., & Kuo, L.-J. (2019). The development of vocabulary and morphological awareness: A longitudinal study with college EFL students. Applied Psycholinguistics, 40(4), 877-903.

Jiang,Y.L., Chen, Z., Kuo, L.-J., & Yang, X.Y. (2017, April). The relationship between reading frequency and L2 vocabulary development: The role of affective factors. American Association for Applied Linguistics Annual Conference, Portland, OR.

Jiang, Y. –L., Kuo, L. –J., Sonnenburg, S. (2016). Morphological awareness and reading comprehension: A qualitative study with adult EFL learners. International Journal of Language and Linguistics.2(5), 18-26.

Jiang, Y.-L., Kuo, L.-J., & Sonnenburg, S. (2015, April). Reading comprehension and morphological awareness: A study with adult ESL learners using think-aloud protocols. Paper presented at American Association of Applied Linguistics, Toronto, Canada.

Kuo, L. -J., Jiang, Y. –L., Ning, L., Luo, W. & Dixon, L. Q. (2014, July). The development of vocabulary among Chinese-speaking learners of English: A study with college freshmen and their instructors of English in Taiwan. Paper presented at the Scientific Studies of Reading Annual Meeting, Santa Fe, NM.

Jiang, Y. –L., Kuo, L. -J., Huang, T.-T., & Chen, Y-H. (2014, June). Exploring the essential elements for college English reading curriculum through identifying students’ difficulties: Teachers’ perspective. Paper presented at the International Conference on English Teaching and Learning, Taiwan.

Kuo, L. –J., & Jiang, Y. –L. (2014, April). The development of vocabulary and morphological awareness: A longitudinal study with EFL college students. Paper presented at the Annual Meeting of American Educational Research Association, Philadelphia, PA.

Jiang, Y.-L., Kuo, L.-J., & Kim, T.-J. (2013, May). Development of morpho-syntactic awareness and reading comprehension among adult English language learners: A study with Taiwanese college students. Paper presented at the Chinese American Educational Research and Development Association Annual Meeting, San Francisco, CA.

Project Status

Data collection is complete. Although we have developed several presentations and publications based on the study to date, we have additional data that can be further analyzed and published.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigators

Li-Jen Kuo

Belinda Yi-lin Jiang, Soochow University, Taiwan

Graduate Assistants

Zhuo Chen

Xinyuang Yang

Funding Sources

Taiwanese National Science Council

The Chinese writing system differs significantly from more widely-studied alphabetic languages in its visual configuration as well as in the way sounds and meanings are mapped onto graphemes. These contrasts afford a unique opportunity for educational psychologists to gain a more comprehensive understanding of the cognitive processes involved in reading from a broader cross-linguistic perspective.

Drawing upon research on the visual complexity effect (Su & Samuels, 2010) and Dual Coding Theory (Sadoski & Paivio, 2013), this program of research investigates the effects of character properties (e.g., visual complexity and presence of radicals 部首) and individual learner differences (e.g., visual processing skills and radical awareness) on Chinese character acquisition. Participants included nearly 600 child and adult native-speaking and second-language learners of Chinese in Taiwan, China, and the US.

Publications & Presentations

Kuo, L.-J., Ku, Y.M., Chen, Z. & Li, Y. (2017, July). The effects of character properties and individual differences among learners. Scientific Studies of Reading Annual Conference. Halifax, Canada.

Kuo, L. –J., Kim, T. –J., Yang, X., Li, H., Liu, Y., Wang, H., Park, J., &Li., Y. (2015). Acquisition of Chinese characters among second language learners: The effects of character properties and individual differences. Frontiers in Psychology, 6, 986.

Kuo, L. -J., Li, Y., Sadoski, M., & Kim, T. -J. (2014). Acquisition of Chinese characters: The effects of character properties and individual differences among learners. Contemporary Educational Psychology, 39(4), 287-300.

Kuo, L. -J., Kim, T. -J.,Li, Y. (2014, March). The effects of visual complexity and radical presence on the acquisition of Chinese characters: A study with second language learners. Paper presented at Annual Meeting of American Association of Applied Linguistics, Portland, OR.

Kuo, L. -J., & Kim, T. -J., Li, Y. (2012, May). Acquisition of Chinese characters among child and adult learners. Poster presented at the Annual Meeting of Association for Psychological Science, Chicago, IL.

Kuo, L. -J. & Li, Y. (2012, April). Acquisition of Chinese characters: The effect of visual complexity and the presence of radicals. Paper presented at the Annual Meeting of American Association of Applied Linguistics, Boston, MA.

Li, Y & Kuo, L. -J. (2012, April). Learning Chinese characters: A study with Chinese-speaking children. Poster presented at International Reading Association Annual Meeting, Chicago, IL.

Kuo, L. -J. & Li, Y. (2012, April). Learning Chinese characters among beginning Chinese readers. Poster presented at American Educational Research Association Annual Meeting, Vancouver, Canada.

Project Status

Data collection is complete. Although we have developed several presentations and publications based on the study to date, we have additional data that can be further analyzed and published.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigators

Li-Jen Kuo

Yu-Min Ku, National Central University, Taiwan

Graduate Assistants

Zhuo Chen

Chih-yuan Shih

Funding Sources

Chiang Ching-Kuo Foundation

Research on the use of technology with writing instruction has a relatively short history, but in recent years this topic has received increasing attention. Currently, the field is limited in several respects: 1) only lower-level writing skills (such as handwriting and sentence composing) have been targeted for at-risk writers; 2) existing research primarily focuses only on one intervention, the use of word processing software for the at-risk writers; 3) a sequential conceptualization of writing skills (e.g., handwriting must be mastered before spelling) has been employed; and 4) only older children, mostly middle and high school students, have been engaged in the research.

The project, Ready, Set, Write, addresses these limitations by focusing on integrating support for lower-level processes (e.g., handwriting) and higher-level processes (e.g., organization and revising) for early elementary learners with technologies that have recently been substantially advanced, such as speech recognition, word prediction, concept-mapping, and automated scoring and feedback. Participants in this study included typically developing and at-risk writers as well as English Learners in grades two.

Publications & Presentations

Dixon, L. Q., Kuo, L. -J., Chen, Z., Moody, S., Chowdhury, M., Hu, X., & Graham, K. (2021) Learning to write in a digital age: technology-enhanced intervention for children in early elementary grades. Society for the Scientific Study of Reading (SSSR). Virtual Meeting.

Graham, K., Moody, S., Chowdury, M., Hu, X, Vilasana, V., Melo, M., Land, M., Manzur, O., Dixon, L. Q. & Kuo, L. -J. (2021). Language status and component skills as predictors of struggling second-grade writing. Society for the Scientific Study of Reading (SSSR). Virtual Meeting.

Moody, S.M., Kuo, L-J., & Eslami, Z.R. (2021). The impact of a preparation program for ELL writing on the efficacy of preservice teachers. Paper accepted for presentation at the American Educational Research Association Conference, Virtual.

Moody, S. M., Hu, X., Chowdhury, M., Graham, K., Norton, M., Galvin, S., Poole, L., Paul, M., Everett, M., Dixon, L. Q., & Kuo, L.-J. (2019). Technology in a targeted writing intervention: Student perceptions and implications for educators. Paper presented at the Annual conference of the American Educational Research Association, Toronto, Canada.

Graham, K., Moody, S. M., Chowdhury, M., Hu, X., Norton, M., Galvin, S., Poole, L., Paul, M., Everett, M., Kuo, L.-J., & Dixon, L. Q. (2019). Predicting writing for struggling second grade students. Paper presented at the annual conference of the American Educational Research Association, Toronto, Canada.

Hu, X., Graham, K., Moody, S. M., Chowdhury, M., Dixon, L. Q., & Kuo, L.-J., (2019). Technology or non-technology: Application of visualization tools on improving narrative writing performance of second grade struggling writers. Paper presented at the annual conference of the American Association for Applied Linguistics, Atlanta, GA.

Project Status

Data collection is complete. Although we have developed several presentations and publications based on the study to date, we have additional data that can be further analyzed and published.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigators

Li-Jen Kuo

Quentin Dixon

Zohreh Eslami

Graduate Assistants

Mahjabin Chowdhury

Xueyan Hu

Keith Graham

Emily Holtz

Stephanie Moody

Undergraduate Assistants

Caroline Orihuela

Claire Cox

Danielle Beal

Erin Reed

Hannah Burns

Layne Poole

Maddie Cushman

Margaret Stone

Megan Heatherly

Reagan Werner

Samantha Magana

Sophie Galvin

Funding Sources

Project to Enhance Scholarly and Creative Activities Grant, TAMU

Catapult Grant, CEHD, TAMU

The Chinese writing system is characterized by exceptional visual complexity. Therefore, early writing instruction for Chinese children has long been dominated by painstaking handwriting and character formation exercises. This prevalent practice has posed several challenges. First, children in the early elementary grades may not receive sufficient instruction on the higher-order thinking skills required for composing, such as critical thinking, logical reasoning, perspective-taking, and argumentation formulation. Second, inadequate writing instruction is likely to exacerbate achievement gaps, as evidenced by research with English-speaking children.

This research project aims to address this critical need by investigating cognitive skills important to early writing development in Chinese and developing an integrative and technology-enhanced approach to supporting early writing development among native Chinese-speaking monolingual and bilingual students in Taiwan, the US, and Germany. A prototype of enhanced technology will be created for early Chinese writing development.

Project Status

Data collection and analysis are ongoing.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigators

Li-Jen Kuo

Yu-Min Ku, National Central University, Taiwan

Graduate Assistants

Zhuo Chen

Chih-yuan Shih

Funding Sources

Chiang Ching-Kuo Foundation

Argumentative reasoning can be broadly defined as the ability to formulate claims by providing supporting evidence and considering counterarguments (Reznitskaya, Kuo, Glina, & Anderson, 2009). This ability is not only important for success across many academic domains (Newell et al., 2011), but also vital for mindful participation in a democratic society (Reznitskaya, Kuo, Glina, & Anderson, 2009). In other words, literacy development involves more than the ability to decode words, understand the meaning of words, and comprehend text. Our children also need to be able to respond to complex issues by proposing different solutions based on a critical review and synthesis of information from various sources.

While several instructional strategies for promoting argumentative reasoning have been developed and studied, a comprehensive review by Newell et al. (2011) identified Collaborative Reasoning (CR) as one of the most effective instructional models framed in theories of argumentation (Toulmin, 2003). Through a number of rigorous empirical studies, CR has been established as an effective instructional approach that promotes children’s development of argumentative reasoning (e.g., Anderson et al., 2001; Zhang et al., 2013). CR is grounded in argument schema theory (AST) (Reznitskaya & Anderson, 2002), which was formed by integrating social learning (Vygotsky, 1962) and schema-theoretic views of cognition (Anderson & Pearson, 1984). On the premise of AST, children develop an argument schema, or generalizable knowledge of argumentative reasoning, through participating in dialogic discussions with their peers. CR is in direct contrast with standard question-response formats that position the teacher as the ultimate source of authority and expertise.

This program of research was initiated by Dr. Richard C. Anderson at the University of Illinois at Urbana-Champaign. He and Dr. Alina Reznitskaya at Montclair State University are the Principal Investigators of most of these studies. Building on this foundation, Dr. Kuo has recently initiated a line of CR research on the cross-linguistic transfer of reasoning skills with bilingual children.

Publications & Presentations

Jiang, B., Kuo, L.-J., & Moody, S. (2022). Cross-language transfer: A single case study on the acquisition of argumentative reasoning. Bilingual Research Journal. 1-21.

Lin, T.-J., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen-Jahiel, K., Kim, I.-H., Kuo, L.-J., Miller, B. W., Dong, T., & Wu, X. (2015). Less is more: Teachers’ influence during peer collaboration. Journal of Educational Psychology, 107(2), 609-629.

Lin, T.-J., Anderson, R. C., Jadallah, M., Nguyen-Jahiel, K., Kim, I. -H., Kuo, L.-J., Miller, B. W., Logis, H.A., Dong, T., Wu, X., & Li, Y. (2015). Social influences on children’s development of relational thinking during small-group discussions. Contemporary Educational Psychology, 41, 83-97.

Lin, T. -J., Anderson, R. C., Hummel, J. E., Jadallah, M., Miller, B.W., Nguyen-Jahiel, K., Morris, J. A., Kuo, L. -J., Kim, I. -H., Wu, X., & Dong, T. (2012). Children’s use of analogy during collaborative reasoning. Child Development, 83, 1429-1443.

Jadallah, M., Anderson, R. C., Nguyen-Jahiel, K., Miller, B.W., Kim, I. -H., Kuo, L. -J., Dong, T, & Wu, X. (2011). Influence of a teacher’s scaffolding moves during child-led small group discussions. American Educational Research Journal, 48(1), 194-230.

Reznitskaya, A., Kuo, L. -J., Glina, M., & Anderson, R. C. (2009). Measuring argumentation: What’s behind the numbers? Learning and Individual Differences, 19(2), 219-224.

Reznitskaya, A., Kuo, L. -J., Clark, A., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 39(1), 29-48.

Reznitskaya, A., Anderson, R. C., Kuo, L. -J. (2007). Teaching and learning argumentation. Elementary School Journal, 107(5), 449-472.

Li, Y. ,Anderson, R. C., Nguyen, K., Dong, T., Archodidou, A., Kim, I. -H., Kuo, L. -J., Clark, A., Wu, X., Jadallah, M., & Miller, B. (2007). Emergent leadership in children’s discussion groups. Cognition and Instruction, 25(1), 75-111.

Clark, A., Anderson, R. C., Kuo, L. -J., Kim, I., Archodidou, A. Nguyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15(2), 181-198.

Project Status

Data collection is complete. Although we have developed several presentations and publications based on the study to date, we have additional data that can be further analyzed and published.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigators

Richard C. Anderson, University of Illinois at Urbana Champaign

Alina Reznitskaya, Montclair University

Li-Jen Kuo

Faculty Collaborators

Anne-Marie Clark, Appalachian State University

May Jadallah, Illinois State University

Belinda Yi-Lin Jiang, Soochow University, Taiwan

Il-hee Kim Wheaton College

Tzu-Jung Lin, Ohio State University

Brian Miller, Townson University

Funding Sources

Institute of Education Sciences (PI: Richard C. Anderson)

National Academy of Education/ Spencer Foundation (PI: Alina deReznitskaya)

It has long been established that family involvement is critical to learning and academic achievement. How do home language and literacy practices affect bilingual and biliteracy development of young immigrant second-language learners? What home language and literacy practices are particularly conducive to successful bilingual and biliteracy development? In a systematic review of research published in the past ten years (2013-2022), we examine a) the relationship between home language and literacy practices and children’s bilingual and biliteracy development; b) how such relationship varies with the ages of the children and the typological affinity of the two languages; c) how technology can be used to support home literacy practices in immigrant families.

Project Status

Data collection and analysis are ongoing.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigator

Quentin Dixon

Li-Jen Kuo

Zohreh Eslami

Graduate Assistants

Zhuo Chen

Amir Pooya Dayani

Weiqi Guo

Haemin Kim

With the recent growth in global immigration, heritage language education has gained increasing attention. Chinese immigrants are among one of the fastest-growing immigration populations in many countries around the world. While Chinese is the most widely spoken and learned non-Roman alphabet world language, research has shown that most second-generation Chinese immigrants lose their mother tongue; by high school, their Chinese fluency is comparable to the fluency level most monolingual students have achieved by early elementary school.

This international collaborative study aims to investigate a) the challenges faced by parents and teachers of Chinese heritage language learners; b) the opportunities and resources for these learners and c) how we can better support Chinese heritage language learners of all ages and proficiency levels.

The study is being conducted in the US and in Germany. School-aged children in Europe are expected to learn at least two foreign languages. The demand for simultaneously learning multiple languages may be more challenging or conducive for maintaining language and literacy skills in Chinese. Moreover, existing research on the literacy development of Chinese heritage language learners has been conducted exclusively with bilingual partcipants in Asia or the US. Expanding the research to multilingual learners of Chinese in Europe will generate empirical findings with profound theoretical and practical implications.

Project Status

Data collection and analysis are ongoing.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigators

Li-Jen Kuo

Faculty Collaborator

Andreas Guder, Free University, Berlin, Germany

Graduate Assistants

Zhuo Chen

Haemin Kim

Mingyue Wang

Funding Sources

Chiang Chin-Kuo Foundation

It has long been observed that English Learners (ELs) underperform their native-English-speaking peers on standardized tests in content areas. However, does the difference reflect a disparity in proficiency in English or knowledge in the content area? We seek to investigate this issue by addressing the following research questions:

1. Are there specific linguistic features present in the questions on standardized math and science assessments that may differentially impact ELs?

2. If so, which of these linguistic features are unnecessary and should be removed or replaced in future assessments?

3. Which of these linguistic features are essential and should be targeted specifically in future interventions with ELs?

These research questions will be answered through analyses of assessment data from the STAAR (State of Texas Assessments of Academic Readiness), specifically: a) a comprehensive linguistic complexity analysis of all the test items, and b) differential item functioning (DIF) analyses of the assessment results.

Publications & Presentations

Kim, H.,Kuo, L. -J., Guo, W., Moody, S., Fidai, A., & Capraro, R. (2021). Linguistic complexity of standardized mathematics assessment: Validation of a coding scheme [Poster Session]. 2021 American Psychological Association, San Diego, CA, United States.

Project Status

Data collection and analysis are ongoing.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigators

Li-Jen Kuo

Robert Capraro

Graduate Assistants

Aamir Fidai

Weiqi Guo

Haemin Kim

Stephanie Moody

Funding Sources

Center on Disability and Development, TAMU

Most teachers of Chinese in the US are native Chinese speakers. However, in Germany, about 50% of teachers of Chinese in secondary schools are non-native speakers. What are the strengths and challenges for teachers who are native or non-native speakers of the language? How do they differ in their pedagogical beliefs and teaching practices? In a national survey study with teachers of Chinese in secondary schools in Germany, we seek to answer these questions and investigate how we can best support teachers of Chinese with diverse linguistic, cultural, and educational backgrounds.

Project Status

Data collection and analysis are ongoing.

Please contact us if you are interested in joining this project to gain more research experience!

Team Members

Principal Investigator

Andreas Guder, Free University, Berlin

Faculty Collaborator

Li-Jen Kuo

Graduate Assistants

Wenhao You

Mingyue Wang

Dr. Kuo strives to create course projects for students to gain extensive research and publication experience. She provides detailed step-by-step instructions for students to implement research projects that can be completed and submitted for publication at the end of the semester. These articles are usually first-authored by students.

Below is a list of articles published from Dr. Kuo’s graduate course Reading Theories, a seminar for doctoral and advanced master’s students in reading, language arts, educational psychology, and other related fields. In this course, we study major classical and contemporary theories of reading processes, discuss empirical research designed to examine these theories, and evaluate the practical implications of these theories and empirical studies.

Publications

Moody, S., Hu, X., Kuo, L.-J., Jouhar, M., Xu, Z., & Lee, S. (2018). Vocabulary instruction: A critical analysis of theories, research, and practice. Education Sciences, 8(4), 180.

Yang, X., Kuo, L.-J., Ji, X., McTigue, E. (2018). A critical examination of the relationship among research, theory, and practice: Technology and reading instruction. Computers & Education, 125, 62-73.

Hodges, T. S., Feng, L., Kuo, L. J., & McTigue, E. (2016). Discovering the literacy gap: A systematic review of reading and writing theories in research. Cogent Education, 3(1), 1228284.

Wright, K. L., Franks, A. D., Kuo, L. -J., Serrano, J. & McTigue, E. M. (2015). Both theory and practice: Science literacy instruction and reading theories. International Journal of Science and Mathematics Education, 1-18.

Dr. Kuo strives to create course projects for students to gain extensive research and publication experience. She provides detailed step-by-step instructions for students to implement research projects that can be completed and submitted for publication at the end of the semester. These articles are usually first-authored by students.

Below is a list of articles published from Dr. Kuo’s graduate course Cognition, Culture, and Literacies, a seminar for doctoral and advanced master’s students in reading, language arts, educational psychology, and other related fields. This graduate seminar explores the complex interrelationships between cognition, culture, and various types of literacies. The course discussions center around major cognitive and learning theories, the role of literacies within these theoretical frameworks, and a critical evaluation of how the relationship between cognition and literacies may vary across cultures and inform instruction and policy within each culture.

Publications

Lee, S., Kuo, L.-J., Hu, X., & Xu, Z. (2020). The effects of technology integrated instruction on English language learners' literacy development: A meta-analysis study. Computer Assisted Language Learning, 1-32.

Yang, X., Kuo, L.-J., & Jiang, L. (2020). Connecting theory and practice: A systematic review on K-5 science and math literacy instruction. International Journal of Science and Mathematics Education, 18 (2), 203-219.

Lee, S., Kuo, L.-J., Moody, S. M., & Chen, Z. (2017). Reviews of research funded by U.S. Institute of Educational Sciences: A case of reading development and instruction. Cogent Education, 4(1), 1401444.

Geng, Z. & Kuo, L. –J. (2017). The roles of task complexity, working memory, and task modality in L2 development: A review of empirical studies. Electronic International Journal of Education, Arts, and Science (EIJEAS), 3(6), 80-96.

Chen, Z. & Kuo, L.-J. (2017). Language and literacy development among children with autism spectrum disorder. Journal of Childhood & Developmental Disorders, 3 (3), 1-4.

Wang, K., Kuo, L., Li, Y., & Davis, T. J. (2017). Review of IES funded projects on mathematics education in the U.S. Journal of Mathematics Education, 26(5), 82-88.

Ozfidan, B., Burlbaw, L., & Kuo, L. –J. (2016). Perception of an anticipated education program in Turkey. International Education Studies, 9(10), 176-184.

Lee, S., Hu, X., Xu, Z., & Kuo, L.-J. (April, 2018). Effects of educational technology on English language learners’ literacy development: A meta-analysis. Annual Meeting of American Educational Research Association, New York, NY.

Yang, X., Kuo, L-J., & Jiang, L. (April, 2018). Connecting theory and practice: Content literacy instruction at K-5 level. Paper to be presented at the Annual Meeting of American Educational Research Association, New York, NY.