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Martin Chodorow

Affiliations: 
Linguistics City University of New York, New York, NY, United States 
Area:
Linguistics Language, English as a Second Language Education
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"Martin Chodorow"
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Parents

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Children

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Mary Sepp grad student 2006 CUNY
Tomonori Nagano grad student 2012 CUNY
Adam R. Faulkner grad student 2014 CUNY

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Publications

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Garrison-Fletcher L, Martohardjono G, Chodorow M. (2019) Impact of home language reading skills’ on L2 reading comprehension: a study of newcomer emergent bilinguals International Journal of Bilingual Education and Bilingualism. 1-14
Somasundaran S, Flor M, Chodorow M, et al. (2018) Towards Evaluating Narrative Quality In Student Writing Transactions of the Association For Computational Linguistics. 6: 91-106
Leacock C, Chodorow M, Tetreault J. (2015) Automatic grammar- and spell-checking for language learners The Cambridge Handbook of Learner Corpus Research. 567-586
Pilotti M, Chodorow M, Agpawa I, et al. (2012) Proofreading for word errors. Perceptual and Motor Skills. 114: 641-64
Israel R, Tetreault J, Chodorow M. (2012) Correcting comma errors in learner essays, and restoring commas in newswire text Naacl Hlt 2012 - 2012 Conference of the North American Chapter of the Association For Computational Linguistics: Human Language Technologies, Proceedings of the Conference. 284-294
Pilotti M, Chodorow M. (2011) Does familiarity with text breed complacency or vigilance? Journal of Research in Reading
Chodorow M, Gamon M, Tetreault J. (2010) The utility of article and preposition error correction systems for English language learners: Feedback and assessment Language Testing. 27: 419-436
Pilotti M, Chodorow M, Schauss F. (2009) Text familiarity, word frequency, and sentential constraints in error detection. Perceptual and Motor Skills. 109: 627-45
Pilotti M, Chodorow M, Leonardo T. (2009) Study effort versus distinctiveness in the recollection of veridical and illusory memories. Cognitive Processing. 10: 163-73
Pilotti M, Chodorow M. (2009) Error detection/correction in collaborative writing Reading and Writing. 22: 245-260
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