Journal articles
Zhang D, Ke S, Mo Y (In Press). Morphology in Reading Comprehension among School-Aged Readers of English: a Synthesis and Meta-analytic Structural Equation Modeling Study.
Journal of Educational Psychology Abstract.
Chen T, Zhang D (2023). Different Aspects of Vocabulary Depth Knowledge in L2 Chinese Reading Comprehension: Comparing Higher- and Lower-Proficiency Readers.
Foreign Language Annals,
56, 786-806.
Abstract.
Chen T, Zhang D (2023). Lexical ability in L2 Chinese reading comprehension: Path analysis comparing higher- and lower-proficiency learners.
International Journal of Bilingual Education and Bilingualism Abstract.
Zhang D, Ke S, Anglin-Jaffe H, Yang J (2023). Morphological awareness and DHH students’ reading-related abilities: a meta-analysis of correlations.
Journal of Deaf Studies and Deaf Education Abstract.
Full text.
O'Brien B, Seward R, Zhang D (2022). Multisensory Interactive Digital Text for English Phonics Instruction with Bilingual Beginning Readers.
Education Sciences,
12(11).
Abstract.
Alshehri M, Zhang D (2022). The Lexical Basis of Second Language (L2) Reading Comprehension:. From (Sub-)Lexical Knowledge to Processing Efficiency.
Language Learning,
72, 325-364.
Abstract.
Alshehri M, Zhang D (2022). Word-to-text integration components in second language (L2) reading comprehension.
Frontiers in Education Abstract.
Ke S, Miller R, Zhang D, Koda K (2021). Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: a Systematic Review and Meta-analysis of Correlation Coefficients. Language Learning, 71, 8-54.
Ke S, Zhang D (2021). Morphological Instruction and Reading Development in Young L2 readers: a Scoping Review of Causal Relationships. Studies in Second Language Learning and Teaching, 11, 331-350.
Yang X, Teng Y, Gu Z, Zhang D (2021). Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation. Research in Language and Education: an International Journal, 1, 69-84.
Choi Y, Zhang D (2021). The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature. International Review of Applied Linguistics in Language Teaching, 59, 1-30.
Zhang D, Ke S (2020). The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English. Reading Research Quarterly, 56, 311-329.
Zhang D, Koda K, Leong CK, Pang E (2019). Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context. Journal of Research in Reading, 42, 58-58.
Leong CK, Shun MSK, Tai CP, Ki WW, Zhang D (2019). Differential Contribution of Psycholinguistic and Cognitive Skills to Written Composition in Chinese as a Second Language.
Reading and Writing: an Interdisciplinary Journal,
32, 439-466.
Abstract.
Zhang D, Lin C-H, Zhang Y, Choi Y (2019). Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?. The Language Learning Journal, 47, 344-353.
Liu H, Lin C-H, Zhang D, Zheng B (2018). Chinese language teachers’ perceptions of technology and instructional use of technology: a path analysis.
Journal of Educational Computing Research,
56, 396-414.
Abstract.
Choi Y, Zhang D, Lin C-H, Zhang Y (2018). Self-regulated learning of vocabulary in English as a Foreign Language. Asian EFL Journal, 20, 54-82.
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(1).
Abstract.
Zhang D (2017). Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: a Longitudinal Structural Equation Modeling Study.
Applied Linguistics,
38(6), 871-895.
Abstract.
Zhang D (2017). Metalinguistic awareness Malay-English bilingual children’s word reading: a cross-lagged panel study on transfer facilitation. Applied Psycholinguistics, 38, 395-426.
Zhang D (2017). Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context. Learning and Individual Differences, 56, 13-23.
Liu H, Lin CH, Zhang D (2017). Pedagogical Beliefs and Attitudes toward Information and Communication Technology: a Survey of Teachers of English as a Foreign Language in China. Computer Assisted Language Learning, 30, 745-765.
Zhang D (2017). Word Reading in L1 and L2 Learners of Chinese: Similarities and Differences in the Functioning of Component Processes.
Modern Language Journal,
101(2), 391-411.
Abstract.
Zhang D, Yang X (2016). Chinese L2 Learners’ Depth of Vocabulary Knowledge and its Role in Reading Comprehension.
Foreign Language Annals,
49(4), 699-715.
Abstract.
Zhang D, Koda K, Leong CK (2016). Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study. Reading and Writing, 29(3), 383-407.
Zhang D (2016). Morphology in Malay–English biliteracy acquisition: an intervention study. International Journal of Bilingual Education and Bilingualism, 19(5), 546-562.
Zhang Y, Lin C-H, Zhang D, Choi Y (2016). Motivation, strategy, and English as a foreign language vocabulary learning: a structural equation modelling study. British Journal of Educational Psychology, 87(1), 57-74.
Lü C, Koda K, Zhang D, Zhang Y (2015). Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language. Writing Systems Research, 7(2), 169-185.
Zhang D, Koda K (2014). Awareness of derivation and compounding in Chinese–English biliteracy acquisition. International Journal of Bilingual Education and Bilingualism, 17(1), 55-73.
Zhang D, Koda K, Sun X (2014). Morphological awareness in biliteracy acquisition: a study of young Chinese EFL readers. International Journal of Bilingualism, 18(6), 570-585.
Suárez L, Koh ABB, Zhang D (2013). English Priming Effects on Spatial Decisions in Chinese. International Journal of Social Science and Humanity, 227-231.
ZHANG DONGBO (2013). Linguistic distance effect on cross-linguistic transfer of morphological awareness. Applied Psycholinguistics, 34(05), 917-942.
Zhang D, Koda K (2013). Morphological awareness and reading comprehension in a foreign language: a study of young Chinese EFL learners. System, 41(4), 901-913.
Li L, Zhang D, Zhao S (2013). Singaporean Chinese children’s home literacy environment and its influence on lexical knowledge and reading comprehension (in Chinese). Journal of Chinese Language Teaching, 10, 109-130.
Li L, Zhang D, Zhao S (2013). Willingness to communicate among Singaporean Chinese children (in Chinese). TCSOL (Teaching Chinese to Speakers of Other Languages) Studies, 13, 57-63.
Zhang D, Zhao S, Sun X (2012). Chinese EFL learners’ derivational knowledge: a study of advanced learners (in Chinese). Modern Foreign Languages, 35, 150-157.
Zhang D, Koda K (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects. Reading and Writing, 25(5), 1195-1216.
Zhao S, Zhang D (2012). Towards internationalization of Language Planning: a new arena for language diffusion and competition (in Chinese). Journal of Foreign Languages, 35, 2-11.
ZHANG DONGBO (2012). Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: a Structural Equation Modeling Study. The Modern Language Journal, 96(4), 558-575.
Zhang D, Zhao S (2011). Explicit and implicit grammatical knowledge in second language reading comprehension: a study of Advanced EFL learners (in Chinese). Foreign Language Teaching and Research, 43, 387-399.
Zhang D, Koda K (2011). Home Literacy Environment and Word Knowledge Development: a Study of Young Learners of Chinese as a Heritage Language. Bilingual Research Journal, 34(1), 4-18.
Zhang D, Li L (2010). Sociopsychological factors and language maintenance and shift in an American Chinese community (in Chinese). Applied Linguistics, 18, 42-51.
Zhang D, Zhao SH, Goh HH (2009). Teacher Questioning and Construction of Opportunities for Chinese Language Learning. Journal of the Chinese Language Teachers Association, 44, 81-101.
Sun X, Zhang D (2008). American college students’ requesting competence in Chinese as a Foreign Language (in Chinese). Teaching Chinese in the World, 21, 105-113.
Zhang D, Yu Y (2008). Context of learning and requesting in Chinese as a Second Language: an exploratory study of Chinese learning in Study Abroad and at Home Contexts. Journal of the Chinese Language Teachers Association, 43, 73-92.
Zhang D, Koda K (2008). Contributions of L1 reading sub-skills to L2 reading development in English as a foreign language among school-aged learners. Indonesian Journal of English Language Teaching, 4, 1-17.
Zhang D, Zhao S, Liu Y (2008). Teacher-student interaction in Singapore Chinese language classrooms (in Chinese). Language Teaching and Linguistics Studies, 28, 85-91.
Zhao SH, Zhang D (2007). The Totality of Chinese Characters-A Digital Perspective. International Journal of Asian Language Processing, 17, 107-125.
Liu Y, Goh HH, Zhang D (2006). A preliminary description of Singapore Chinese Language classrooms (in Chinese). Teaching Chinese in the World, 19, 97-105.
Zhang D, Liu Y (2005). Chinese Language instruction in Singapore classrooms: Preliminary observations and findings (in Chinese). Journal of Chinese Language Education, 1, 1-18.
Chapters
Zhang D, Miller R (2023). Boundary Crossing in Researching, Understanding, and Improving Language Education: an Introduction and the Tuckerian Impact. In Zhang D, Miller R (Eds.)
Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker, Springer.
Abstract.
Zhang D, Zhao S, Sun X (2023). Evaluating the Modular Curriculum of Chinese Language in Singapore Primary Schools: Insights from Students and Teachers. In (Ed)
Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker, Springer.
Abstract.
Zhang D (2023). Reading in English as a Foreign Language. In Koda K, Miller RT (Eds.) The Routledge Handbook of Second Language Acquisition and Reading, Routledge.
Zhang D, Miller R (2023). Sections 1-4 Introduction and Tuckerian Impact. In Zhang D, Miller R (Eds.) Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker, Springer.
Zhang D, Sun X (2022). Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of Chinese. In (Ed) Reading in Chinese as an Additional Language, Taylor & Francis, 132-155.
Zhang D, Sun X (2022). Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of Chinese. In Liu L, Zhang D (Eds.)
, UK: Routledge.
Abstract.
Full text.
Li L, Zhang D (2022). Introduction. In (Ed) Reading in Chinese as an Additional Language: Learners’ Development, Instruction and Assessment, Routledge, 1-9.
Li L, Zhang D (2022). Introduction. In (Ed) Reading in Chinese as an Additional Language, Taylor & Francis, 1-9.
Gu Z, Teng Y, Yang X, Zhang D (2019). K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment. In Yuang F, Li S (Eds.)
Classroom-Based Research on Chinese as a second language, Routledge, 239-258.
Abstract.
Zhang D, Yang X, Lin CH, Gu Z (2017). Developing a Word Associates Test for assessing the vocabulary depth of Chinese L2 learners. In Zhang D, Lin CH (Eds.)
Chinese as a Second Language Assessment, Springer, 115-140.
Abstract.
Zhang D (2017). Developments in Research on Testing Chinese as a Second Language. In (Ed)
Chinese Language Learning Sciences, 67-87.
Abstract.
Zhang D (2017). Developments in testing Chinese as a Second Language: an overview of research. In Zhang D, Lin CH (Eds.)
Chinese as a Second Language Assessment, Springer, 67-87.
Abstract.
Zhang D, Lin CH (2017). Introduction. In Zhang D, Lin CH (Eds.) Chinese as a Second Language assessment, xi-xxi.
Liu H, Lin CH, Zhang D, Zheng B (2017). Language teachers’ perceptions of barriers to instructional use of technology. In Lin CH, Zhang D, Zheng B (Eds.) Preparing foreign language teachers for next-generation education, IGI Global, 56-73.
Zhang D, Lin CH, Zheng B (2017). Preface: Technology, teaching, teacher education, and teacher learning. In Lin CH, Zhang D, Zheng B (Eds.) Preparing foreign language teachers for next-generation education, IGI Global, xiv-xxii.
Liu H, Lin CH, Zhang D, Zheng B (2016). Language teachers' perceptions of external and internal factors in their instructional (non-) use of technology. In (Ed)
Preparing Foreign Language Teachers for Next-Generation Education, 56-73.
Abstract.
Zhang D, Li L (2016). Morphological Teaching and Singaporean Children’s English Word Learning. In Silver RE, BokHorst-Heng WD (Eds.)
Quadrilingual education in Singapore: Pedagogical innovation in language education, Springer, 199-218.
Abstract.
Zhang D, Li L, Zhang S (2016). Testing writing in Chinese as a Second Language: an overview of research. In Aryadoust V, Fox J (Eds.) Current trends in language testing in the Pacific Rim and the Middle East: Policies, analysis, and diagnosis, Cambridge Scholars Publishing, 317-335.
Zhao S, Zhang D (2014). Chapter 8. Conflicting goals of language-in-education planning in Singapore. In (Ed) Learning Chinese in Diasporic Communities, John Benjamins Publishing Company, 159-180.
Zhao S, Zhang D (2014). Conflicting goals of Language-in-Education Planning in Singapore: Chinese Character (Hanzi) education as a case. In Curdt-Christiansen XL, Hancock A (Eds.) Learning Chinese in diasporic communities: Many pathways to becoming Chinese, John Benjamins, 159-179.
Koda K, Lu C, Zhang D (2014). L1-Induced Facilitation in Biliteracy Development in Chinese and English. In Chen X, Wang Q, Luo YC (Eds.) Reading development and difficulties in monolingual and bilingual Chinese children, Springer, 141-169.
Zhang D, Zhao S, Li L (2014). Teachers' perceptions and use of information and communication technologies (ICTs) in Chinese language education. In (Ed)
Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes, 237-256.
Abstract.
Zhang D, Zhao S, Li L (2014). Teachers’ perceptions and use of Information and Communication Technologies (ICT) in Chinese language education. In Li S, Swanson P (Eds.) Engaging language learners through technology integration: Theory, applications, and outcomes, IGI Global, 239-258.
Zhang D (2012). Chinese Primary School English Curriculum Reform. In (Ed) Perspectives on Teaching and Learning English Literacy in China, Springer Nature, 67-83.
Zhang D (2012). Chinese primary school EFL curriculum reform. In Leung C, Ruan J (Eds.) Perspectives on teaching and learning English literacy in China, Springer, 71-88.
Zhang D, Liu Y (2006). ICT and Chinese literacy education: Recent developments. In McKenna M, Labbo LD, Kieffer R, Reinking D (Eds.) International Handbook of Literacy and Technology, Lawrence Erlbaum, 193-208.