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Direct linkLi, Yixun; Wang, Min; Espinas, Daniel – Reading and Writing: An Interdisciplinary Journal, 2022
Children can teach themselves new words via the process of independent text reading--previous studies on self-teaching heavily focused on learning to read in a first language (L1). Limited work to date has been devoted to second language learning (L2). The present study aimed to fill this gap by investigating self-teaching among English Language…
Descriptors: English Language Learners, Grade 3, Elementary School Students, Word Recognition
Li, Chuchu; Wang, Min; Davis, Joshua A.; Guan, Connie Qun – Journal of Research in Reading, 2019
The present study investigated the representation and processing of segmental and tonal information in visual Chinese word recognition in native and non-native Chinese readers. Two experiments using homophone judgement paradigm were conducted. When judging two Chinese characters (Experiment 1), both groups showed difficulties when the segmental…
Descriptors: Reading Processes, Intonation, Word Recognition, Chinese
Wang, Min; Koda, Keiko – Language Learning, 2007
This study examined word identification skills between two groups of college students with different first language (L1) backgrounds (Chinese and Korean) learning to read English as a second language (ESL). Word identification skills were tested in a naming experiment and an auditory category judgment task. Both groups of ESL learners demonstrated…
Descriptors: Identification, Reading Processes, English (Second Language), Word Recognition
Wang, Min; Koda, Keiko – Language Learning, 2005
This study examined word identification skills among Chinese and Korean college students learning to read English as a second language in a naming experiment and an auditory category judgment task. Both groups demonstrated faster and more accurate naming performance on high-frequency words than low-frequency words and on regular words than…
Descriptors: Second Language Learning, English (Second Language), Word Recognition, Asian Americans
Peer reviewedGeva, Esther; Wang, Min – Annual Review of Applied Linguistics, 2001
Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…
Descriptors: Contrastive Linguistics, Morphology (Languages), Phonology, Reading Processes
Peer reviewedWang, Min; Koda, Keiko; Perfetti, Charles A. – Cognition, 2003
Examined Korean and Chinese college-level ESL learners for relative reliance on phonological and orthographic processing in English word identification. Found that Korean, but not Chinese, students made more false positive errors in judging stimuli that were homophones to category exemplars than in judging spelling controls. Chinese students made…
Descriptors: Chinese, College Students, Comparative Analysis, English (Second Language)
