Peer-reviewed Journal Articles
Ke, S. & Zhang, D. (accepted). 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.
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). https://doi.org/10.1111/lang.12429
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. https://doi.org/10.1007/s10936-020-09707-6
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/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), 456-477.
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-Chinese-Education-for-South-Asian-Students-in-Hong-Kong.pdf
Ke, S. & Xiao, F. (2015). Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness, 24(4), 355-380.
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.
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.
Ke, S. (invited/2015). The Routledge intermediate Chinese reader. The Modern Language Journal, 99 (3), 619-620.
Ke, S. (2014). Bilingualism in schools and society: language, identity, and policy. International Journal of Bilingual Education and Bilingualism, 17 (6), 718-721.
Publications in Chinese
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.
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.
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.