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Andrew Weaver & Michael J. Kieffer. (2022) Exploring the English Language Comprehension, Reading Fluency, and Executive Functions of Spanish-English Bilingual Adolescents with Reading Difficulties. Reading & Writing Quarterly 38:3, pages 233-252.
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Maddie Kotzer, John R. Kirby & Lindsay Heggie. (2021) Morphological Awareness Predicts Reading Comprehension in Adults. Reading Psychology 42:3, pages 302-322.
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Yuen Yi Lam & Joanne Chung Yan Chan. (2017) Effects of social persuasion from parents and teachers on Chinese students’ self-efficacy: an exploratory study. Cambridge Journal of Education 47:2, pages 155-165.
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Miao Li, Jessica Chan & John R. Kirby. (2022) The summary writing performance of bilingual learners with reading difficulties. Annals of Dyslexia 73:1, pages 109-129.
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Xiuhong Tong, Qinli Deng & Shelley Xiuli Tong. (2022) Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children. Annals of Dyslexia 72:3, pages 532-551.
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Miao Li, John R. Kirby, Esther Geva, Poh Wee Koh & Huan Zhang. (2021) Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language. Journal of Learning Disabilities 55:4, pages 306-324.
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Daniel Schmidtke & Anna L. Moro. (2020) Determinants of Word‐Reading Development in English Learner University Students: A Longitudinal Eye Movement Study. Reading Research Quarterly 56:4, pages 819-854.
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Miao Li, Esther Geva, Nadia D’Angelo, Poh Wee Koh, Xi Chen & Alexandra Gottardo. (2021) Exploring sources of poor reading comprehension in English language learners. Annals of Dyslexia 71:2, pages 299-321.
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Qinli Deng & Shelley Xiuli Tong. (2021) Linguistic but Not Cognitive Weaknesses in Deaf or Hard-of-Hearing Poor Comprehenders. The Journal of Deaf Studies and Deaf Education 26:3, pages 351-362.
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Qinli Deng & Shelley Xiuli Tong. (2021) Suprasegmental but not segmental phonological awareness matters in understanding bilingual reading comprehension difficulties in Chinese and English: a 3-year longitudinal study. Annals of Dyslexia 71:1, pages 150-169.
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John D. Bonvillian, Nicole Kissane Lee, Tracy T. Dooley & Filip T. Loncke. 2020. Simplified Signs. Simplified Signs.
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Cathy Yui-Chi Fong & Connie Suk Han Ho. (2019) Poor oral discourse skills are the key cognitive-linguistic weakness of Chinese poor comprehenders: A three-year longitudinal study. First Language 39:3, pages 281-297.
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Megan O’Connor, Esther Geva & Poh Wee Koh. (2018) Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens. Journal of Learning Disabilities 52:3, pages 232-246.
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Esther Geva & Christie Fraser. 2017. Developmental Perspectives in Written Language and Literacy. Developmental Perspectives in Written Language and Literacy.
Esther Geva, Kama Galili, Tami Katzir & Michal Shany. (2017) Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade. Reading and Writing 30:9, pages 1917-1944.
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Nadia D'Angelo & Xi Chen. (2017) Language profiles of poor comprehenders in English and French. Journal of Research in Reading 40:2, pages 153-168.
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Nicole Landi & Kayleigh Ryherd. (2017) Understanding specific reading comprehension deficit: A review. Language and Linguistics Compass 11:2, pages e12234.
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Danielle Colenbrander, Saskia Kohnen, Karen Smith-Lock & Lyndsey Nickels. (2016) Individual differences in the vocabulary skills of children with poor reading comprehension. Learning and Individual Differences 50, pages 210-220.
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