Peer-reviewed Journal Articles
1. Ke, S., Miller, R. Zhang, D. & Koda, K. (2020/online first). Crosslinguistic sharing of morphological awareness in biliteracy development: A systematic review and meta-analysis of correlation coefficients. Language Learning. https://doi.org/10.1111/lang.12429
2. 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
3. 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.
4. 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.
5. 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.
6. Ke, S. & Koda, K. (2017). Contributions of morphological awareness to adult L2 Chinese word meaning inferencing. The Modern Language Journal, 101 (4), 742-755.
7. 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.
8. 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
9. Ke, S., & Xiao, F. (2015). Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness, 24(4), 355-380.
10. 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.
11. 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.
12. Ke, S. (invited/2015). The Routledge intermediate Chinese reader. The Modern Language Journal, 99 (3), 619-620.
13. 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
14. 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.
15. 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.
16. 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.