 | Xi Becky Chen phone: (416) 978-0970 email: xi.chen.bumgardner@utoronto.ca email: xchenbumgardner@gmail.com email: xi.chen.bumgardner@utoronto.ca | |
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Research Overview Dr. Chen's research focuses on bilingual and ELL (English Language Learner) children’s language and literacy development. She is interested in how children develop literacy skills (e.g. morphological awareness, phonological awareness, orthographic processing, visual perception and memory, vocabulary, word reading, and reading comprehension) simultaneously in their first language and second language, and whether these skills transfer between the two languages. Right now, she is running a three-year longitudinal study in a French immersion school. This project has three goals: 1) identify at-risk readers in French immersion and provide them with a phonological awareness intervention, 2) compare the development of English and French literacy skills between children who are native speakers of English and those who speak another language at home, and 3) examine transfer of literacy skills between English and French. She is also the principal investigator of a SSHRC standard research project that compares the development of literacy skills between Chinese-speaking ELLs and Spanish-speaking ELLs. The project aims at examining the effects of first language characteristics (Chinese vs. Spanish) on English learning. Finally, she conducts cross-cultural studies comparing the development of Chinese literacy skills between Chinese-speaking children in Canada and children in China. In applied practice, she is interested in helping children with reading disabilities. Teaching Overview Dr. Chen's specialty courses include: HDP1238 Cross-Cultural and Cross-Linguistic Studies of Literacy JHC1251 Reading in a Second Language HDP1238 Introduction to Language and Literacy Representative Publications
Lam, K., Chen, X., Geva, E., Luo, Y. & Li, H. (2012). The effects of morphological awareness development on reading achievement in young English Language Learners (ELLs): A longitudinal study. Reading and Writing, 25, 1847-1872. Lamont, J., Girolametto, L., Johnson, C. J., Cleave, P.L. & Chen, X. (2011). Parent assessment of emergent literacy for preschoolers with language disorders: Monolingual English versus dual language learners. Canadian Journal of Speech-Language Pathology and Audiology, 35, 286-298. Chen, X. & Luo, Y. (2011). Introduction to the Special Issue of Writing Systems Research on Linguistic and Cognitive Factors in Reading Chinese. Writing Systems Research, 3, 1-4. Li, Y., Li, W., Chen, X., Anderson, R. C., Zhang, J., Shu, H., & Jiang, W. (2011). The role of tone awareness and Pinyin knowledge in Chinese reading. Writing Systems Research, 3, 59-68.
Luo, Y., Chen, X., Deacon, H., & Li, H. (2011). Development of orthographic processing: A cross-cultural perspective. Writing Systems Research, 3, 69-86.
Ramirez, G., Chen, X., Geva, E., & Luo, Y. (2011). Morphological awareness and word reading in ELLs: Evidence from Spanish- and Chinese-speaking children, Applied Psycholinguistics, 32, 601-618.
Pasquarella, A., Chen, X., Lam, K., Luo, Y., & Ramirez, G. (2011). Cross-language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading, 34, 23-42.
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