Publications

* denotes a student author.

*Lin, C. & Wang, M. (in press). The use of lexical and sub-lexical cues in speech segmentation by second language learners of English.  Journal of Second Language Acquisition.

Pae, H.K., Kim, S.A., Mano, Q.R., Wang, M. (in press). Another look at the role of vowel letters in word reading in L2 English among native Korean readers. Journal of Neurolinguistics.

*Li, C.C., *Kronrod, Y., & Wang, M. (in press). The influence of first language on phonological preparation in spoken word production in second language. Linguistic Approach of Bilingualism.

*Li, C. C., Wang, M., *Davis, J.A., & Guan, C. Q. (in press). The role of segmental and tonal information in visual word recognition with learners of Chinese. Journal of Research in Reading

*Lin, C., *Cheng, C., & Wang, M. (in press). The contribution of phonological and morphological awareness in Chinese-English bilingual reading acquisition. Reading and Writing: An Interdisciplinary Journal

*Lin, C, Wang, M., Newman, R., & *Li, C.C. (2018). The development of stress sensitivity and its contribution to word reading in school-aged children. Journal of Research in Reading, 42, 259-277.

*Li, C.C. & Wang, M. (2017). The influence of orthographic experience on the development of phonological preparation in spoken word production. Memory and Cognition, 45, 956-973.

*Li, C.C., Wang, M., & *Davis, J. (2017).  The phonological preparation unit in spoken word production in a second Language. Bilingualism, Language and Cognition, 20, 351-366.

*Li, C.C., Wang, M., & *Lin, C. (2016). Recent language experience influences cross-language activation in bilinguals with different scripts. International Journal of Bilingualism, 21. 

Wang, M., *Li, C.C., & *Lin, C. (2015). The contributions of segmental and suprasegmental information in reading Chinese characters aloud. PLOS ONE,10(11): e0142060.

*Li, C.C., Wang, M., & Idsardi, W. (2015). The effect of orthographic form-cuing on phonological preparation unit in spoken word production. Memory and Cognition, 43, 563-578.

*Kim, S-Y., Wang, M., & Taft, M. (2015). Morphological decomposition in the recognition of prefixed and suffixed Words: Evidence from Korean. Scientific Studies of Reading, 19, 183-203.

*Ko, I-Y & Wang, M. (2015). Reading morphologically complex words by Korean-English bilingual learners. Writing Systems Research, 7, 202-219.

*Kim, S-Y & Wang, M. (2014). The time-course of cross-language morphological activation in Korean-English bilinguals: Evidence from a masked priming study. Language Research, 50, 59-75.

*Lin, C., Wang, M., Idsardi, W.J., & Yi, X. (2014). Stress processing in Mandarin-English and Korean-English bilinguals. Bilingualism: Language and Cognition, 17, 316-346.

*Li, C.C.,*Lin, C., Wang, M., & Jiang, N. (2013). The activation of segmental and tonal information in visual word recognition. Psychonomic Bulletin and Review, 20, 773-779.

*Anderson, A., *Lin, C., & Wang, M. (2013). Native and novel language prosodic sensitivity in English-speaking children with and without dyslexia. Dyslexia, 19, 92-112.

*Lin, C., Wang, M., & Shu, H. (2013). The processing of lexical tones by young Chinese children. Journal of Child Language40, 885-899.

*Anderson, A. & Wang, M. (2012). The utility of Chinese tone processing skill in detecting children with English reading disabilities. Journal of Research in Reading, 35, 227-250.

Liu, Y., Wang, M., Perfetti, C.A. Wu, S. M., Brubaker, B., McWhinney, B. (2011). Learning a tonal language by attending to the tone: An in-vivo study. Language Learning61, 1119-1141.

*Kim, S-Y., Wang, M., & *Ko, I-Y.(2011). The processing of derivational words in Korean-English bilingual readers. Bilingualism: Language and Cognition, 14, 473-488.

*Cheng, C.X., Wang, M., & Perfetti, C.A. (2011). Acquisition of compound words in Chinese-English bilingual children: Decomposition and cross-language activation. Applied Psycholinguistics, 32, 583-600.

*Ko, I-Y, Wang, M., & *Kim, S-Y. (2011). Bilingual reading of compound words. Journal of Psycholinguistic Research, 40, 49-73. 

*Sun-Alperin, K. & Wang, M. (2011). Cross-language transfer of phonological and orthographic processing skills in Spanish-speaking children learning to read and spell in English. Reading and Writing: An Interdisciplinary Journal, 24, 591-614.

Wang, M. & *Gao, W. (2011). Subsyllabic unit preference of young Chinese children in reading Pinyin. Contemporary Educational Psychology, 36, 142-151.

Wang, M.*Lin, C., & *Gao, W. (2010). Bilingual compound processing: The effects of constituent frequency and semantic transparency. Writing Systems Research, 2, 117-137.

Wang, M.*Yang, C., & *Cheng, C.X. (2009). Contribution of phonology, orthography, and morphology in Chinese-English biliteracy acquisition. Applied Psycholinguistics30, 291-314.

Wang, M.*Ko, I. Y., & *Choi, J. (2009). Morphological awareness is important in Korean-English biliteracy acquisition. Contemporary Educational Psychology,34, 132-142.

*Sun-Alperin, K. & Wang, M. (2008). Spanish-speaking children’s spelling errors with English vowel sounds that are represented by different graphemes in English and Spanish words. Contemporary Educational Psychology, 33, 932-948.

Wang, M. *Cheng, C.X. (2008). Subsyllabic unit preference in young Chinese children. Applied Psycholinguistics, 29, 291-314.

Wang, M.*Anderson, A.,* Cheng, C.X.,* Park, Y., & Thompson, J. (2008). General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual children. Reading and Writing: An Interdisciplinary Journal21, 627-644.

Liu, Y. Wang, M., & Perfetti, C.A. (2007). Threshold style processing of Chinese characters for adult second language learners. Memory & Cognition, 35(3), 471-480.

Wang, M.*Chen, C.X., & * Cheng, S.W. (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98(3), 542-553.

Wang, M.*Park, Y., & *Lee, K.R. (2006). Korean-English biliteracy acquisition: Cross language and orthography transfer. Journal of Educational Psychology98(1), 148-158.

Liu, Y., Perfetti, C.A., & Wang, M. (2006). Visual analysis and lexical access of Chinese characters by Chinese as second language readers. Special issue: Brian and Language. International Journal of Language and Linguistics. 7(3), 637-657.

Wang, M., Perfetti, C.A., & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross language and writing system transfer. Cognition, 97, 67-88.

Wang, M. & Koda, K. (2005). Commonalities and differences in word identification skills among English second language learners. Language Learning, 55(1), 73-100 This paper was selected in K. Koda (Ed.), The Best of Language Learning Series: Reading and Language Learning, 2007, Vol. 57, Suppl. 1, 201-222. 

Wang, M., Koda, K., & Perfetti, C.A. (2004). Language and writing systems are both important in learning to read: A reply to Yamada. Cognition, 93, 133-137. (This is a discussion paper).

Wang, M., Liu, Y., & Perfetti, C.A. (2004). The implicit and explicit learning of Chinese orthographic structure and function by alphabetic readers. Scientific Studies of Reading8(4), 357-379.

Wang, M. & Geva, E. (2003). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325-348. 

Wang, M., Koda, K., & Perfett, C.A. (2003). Alphabetic and nonalphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition87, 129-149.

Wang, M. & Geva, E. (2003). Spelling performance of Chinese ESL children: Lexical and visual-orthographic processes. Applied Psycholinguistics, 24(1), 1-25.

Wang, M., Perfetti, C.A., & Liu, Y. (2003). Alphabetic readers quickly acquire orthographic structure in learning to read Chinese. Scientific Studies of Reading, 7(2), 183-207.

Geva, E. & Wang, M. (2001). The development of basic reading skills in children: A cross-language perspective. Annual Review of Applied Linguistics, 21, 182-204. 

Cameron, C.A. & Wang, M. (1999). Frog, Where are you? Children's narrative expression over the telephone. Discourse Processes, 28 (3), 217-236.

Johnson, C., Beitchman, J., Yong, A., Escobar, M., Atkinson, L., Wilson, B., Brownlie, E., Douglas, L., Taback, N., Lan, I., & Wang, M. (1999). Fourteen year follow-up of children with and without speech/language impairments: Speech/language stability and outcomes. Journal of Speech-Language-Hearing Research, 42(3), 744-760.

i. Books edited 

Brockmeier, J., Wang, M., & Olson, D. R.  (Eds.) (2002). Literacy, narrative, and culture. London: Curzon Press.

ii. Special issues editorships

Wang, M. & Arciuli, J. (Eds.) (2015). Phonology beyond phonemes: Contribution of suprasegmental information to reading. Scientific Studies in Reading, 19.

Wang, M. & Verhoeven, L. (Eds.) (2015). Reading morphologically complex words in a second language. Writing Systems Research, 7. 

iii. Chapters in books and special issues

* denotes  a student author.

*Lin, C., Wang, M., & Singh, A. (forthcoming). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In H. Pae (Ed.), Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese and Korean Languages. John Benjamins.

*Kim, S. Y. & Wang, M. (forthcoming). Neural Mechanisms of Reading in Korean L1 and Related L2 Reading. In H. Pae (Ed.), Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese and Korean Languages. John Benjamins.

Pae, H., Kim, S-A., Mano, Q. R. & Wang. M. (forthcoming). Cross-linguistic Influences of Script Format: L1-Derived Syllabification in Reading L2 English among Native Korean Readers. In H. Pae (Ed.), Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese and Korean Languages. John Benjamins.

Wang, M., Cho, J., & *Li, C.C. (2017).  Reading acquisition in Korean. In C. Perfetti & L. Verhoeven (Eds.), Reading acquisition across languages and writing systems: An international handbook. Cambridge University Press.

*Davis, J. A. & Wang, M. (2016): Reading development in Chinese-English bilingual children. In W.L. Li (Ed.), International research on children's reading. Beijing Normal University Press. 

Wang, M. (2016). Learning a second language. In R.E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction, 2nd edition. Taylor & Francis Group.

Wang, M. & Verhoeven, L. (2015). Introduction to the special issue: Reading morphologically complex words in a second language. Writing Systems Research, 7,129-132.

Wang, M. & Arciuli, J. (2015). Introduction to the special issue: Phonology beyond phonemes: Contribution of suprasegmental information to reading. Scientific Studies in Reading, 19, 1-4.

Bolger, D., Mackey, A., Wang, M., & Grigorenko, E. L. (2014). The role and sources of individual differences in critical-analytic thinking: A capsule overview. In P. Alexander (Ed., special issue), Seeking common ground: A multidisciplinary examination of critical-analytic thinking in learning and development. Educational Psychology Review, 26, 495-518.

Wang, M., Liu, Y., & Perfetti, C.A. (2014). The roles of character properties in early learning to read Chinese as a second language.  In N. Jiang (Ed.), Advances in Chinese as a Second Language: Acquisition and Processing. Cambridge Scholars Publishing.

Wang, M., *Lin, C., & *Yang, C. (2014). The contribution of phonology, orthography, and morphology in Chinese-English biliteracy acquisition: A two-year longitudinal study. In X. Chen, Q. Wang, & Y. C. Luo(Eds.) Reading Development and Difficulties in Monolingual and Bilingual Chinese Children, Springer.

Wang, M. (2013). Introduction. In P. Wang (Ed.), Chinese Language Education for Overseas Children: Research and Practice.

Wang, M. & *Li, C.C. (2012). Phonological perception and processing in a second language. Contemporary Foreign Language Studies, 384, 94-109.

*Lin, C. & Wang, M. (2012). Cross-language transfer in bilingual and biliteracy development. In B.J. Irby, B. Brown, & R. Lara-Alecio (Eds.), Handbook of Educational Theories (pp. 376-380). Information Age Publishing Inc.

Wang, M. (2010). Learning a second language. In R.E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp.127-147). Taylor & Francis Group. 

Wang, M. & Yang, C-L. (2007). Language analysis and literature review: Chinese. In K. Koda & A. Zehler (Eds.), Learning to Read across Languages. New Jersey: Lawrence Erlbaum Associates. 

Wang, M. (1994). Language assessment and intervention. In Xu, Y. (Ed.), Early Childhood Intervention Programs.Zhejiang: Educational Science Press, P.R. China. (in Chinese)

Wang, M. (1992). Shaping and chaining. In Lu, J. (Ed.), Behavioral Modification. Zhejiang: Educational Science Press, P.R. China. (in Chinese).