Keiko Koda

Affiliations: 
Modern Languages Carnegie Mellon University, Pittsburgh, PA 
Area:
Second language acquisition, reading
Website:
http://ml.hss.cmu.edu/ml/faculty/koda_keiko.html
Google:
"Keiko Koda"
Cross-listing: Neurotree

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Publications

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Chen T, Ke S, Koda K. (2021) The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners. Frontiers in Psychology. 12: 757934
Zhang H, Koda K. (2020) Cross-Linguistic Morphological Awareness in Chinese Heritage Language Reading Acquisition. Journal of Psycholinguistic Research
Ke S(, Miller RT, Zhang D, et al. (2020) Crosslinguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta‐Analysis of Correlation Coefficients Language Learning. 71: 8-54
Chen T, Koda K, Wiener S. (2020) Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency Reading and Writing. 33: 2639-2660
Zhang H, Koda K, Han Y, et al. (2019) Word-specific and word-general knowledge in L2 Chinese lexical inference: An exploration of word learning strategies System. 87: 102146
Zhang D, Koda K, Leong CK, et al. (2018) Cross‐lagged panel analysis of reciprocal effects of morphological processing and reading in Chinese in a multilingual context Journal of Research in Reading. 42: 58-79
Lü C, Koda K. (2017) The Roles of Phonological Awareness and Oral Vocabulary Knowledge in English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners Heritage Language Journal. 14: 30-48
Zhang D, Koda K. (2017) Assessing L2 vocabulary depth with word associates format tests: issues, findings, and suggestions Asian-Pacific Journal of Second and Foreign Language Education. 2
Ke SE, Koda K. (2017) Contributions of Morphological Awareness to Adult L2 Chinese Word Meaning Inferencing The Modern Language Journal. 101: 742-755
Ke S, Koda K. (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: 456-477
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