Li-Jen Kuo
Biographic Data
| ID | 3076965 |
|---|---|
| NAME | Li-Jen Kuo |
| GIVEN NAMES | Li-Jen |
| FAMILY NAME | Kuo |
| SIGNATURE | KUO L |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-8317-4609 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Influence of Home Literacy Environment on Oral Vocabulary Development Among Children with Autism: The Case of Kindergarteners in China
Autism Spectrum Disorder (ASD) has been rising considerably among children worldwide. As a developmental disability involving restricted behaviors and interests, and difficulties with social interaction, the literacy development among children with ASD has been under-researched. The present study investigated the influence of home literacy environment on oral vocabulary acquisition among kindergarteners with ASD in China. Thirty-five children wit…
Learning to write in a digital age: Technology-enhanced intervention for struggling writers in early elementary grades from low SES families
Although considerable attention has been directed toward incorporating technology for writing instruction, existing research has primarily focused on students in mid-elementary grades and beyond. Because studies indicate that gaps in writing achievement may surface during early elementary grades and persist, this study aims to address this pressing issue with an intervention that leverages tablet technology and educational applications for second…
Vocabulary and morphological awareness and their relationship to reading comprehension in Chinese literacy development: Conceptual and methodological issues
The past few decades have witnessed a notable surge in research pertaining to the development of Chinese literacy, particularly in the relationship between vocabulary, morphological awareness, and reading comprehension. This body of work has been originally inspired by and grounded in the theoretical paradigms established through literacy research conducted on English and other alphabetic languages. While significant strides have been made in ide…
Vocabulary Instruction for English Learners: A Systematic Review Connecting Theories, Research, and Practices
Vocabulary instruction is pivotal to literacy development. While extensive research has been conducted, few studies have examined how research translates into practice and how theory informs it. This study addresses this gap by identifying theories guiding vocabulary instruction in leading practitioner-oriented journals in the field, assessing trends and practices, and examining shifts over the past decade. The systematic review critically extend…
Early Literacy Skills and L2 Writing Development in Emergent Bilinguals: A 3-Year Longitudinal Study
Research Findings: Emergent bilinguals (EB) are the fastest-growing segment of the U.S. school population, with Spanish-English bilinguals as the largest sub-group. With literacy as the foundation for later academic success, it is urgent to understand how literacy skills develop among young Spanish-speaking EBs, who often underperform in literacy. The purpose of the present three-year longitudinal study was to investigate the within- and cross-li…
Linguistic and Non-linguistic Factors Affecting International Teaching Assistants’ Comprehensibility and Teaching Quality
Core Practices Within Second Language Writing Instruction: A Case Study of Clinical Teaching Experiences
Recently, researchers have called for more teacher education programs to embrace a practice-based framework for teacher education (PBTE) centered around core practices, but few studies have examined the impact of PBTE beyond coursework, particularly as it influences the instruction of emergent bilinguals. This qualitative case study follows the clinical teaching journeys of three preservice teachers PSTs to see how their participation in a PBTE p…
Cross-language transfer: A single case study on the acquisition of argumentative reasoning
Current research on cross-language transfer has focused primarily on literacy development. The present study extends the scope of existing research by focusing on argumentative reasoning, an important but under-research academic skill. A single-case study with a reversal design was conducted with four Chinese-English elementary students with the well-established Collaborative Reasoning (CR) discussion model. Data included transcripts of the lesso…
Korean-english Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in English
The relationship between input and literacy and metalinguistic development: A study with Chinese–English bilinguals
The purpose of this study was to examine the relationship between input and literacy/ metalinguistic development in bilingual children. Participants included fourth-grade Chinese-English bilinguals from Taiwan and the USA. The two groups were comparable in socioeconomic status, non-verbal IQ, and the amount of literacy instruction in Chinese and English, but the bilingual participants from Taiwan had more exposure to Chinese and less exposure to …
The role of input in bilingual children’s language and literacy development: Introduction to the Special Issue
The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: A cross-linguistic study of classroom discourse
This study aims to examine the relationship between bilingual experience and children's development of morphological and morpho-syntactic awareness. To capture both universal and language-specific bilingual effects, the study included four groups of participants: English-speaking children from a general education programme, Spanish-speaking and English-speaking children from a Spanish–English dual-language programme, and Chinese-speaking children…
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
The influence of one teacher’s scaffolding moves on children’s performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiate…
Collaborative reasoning: A dialogic approach to group discussions
In this paper, we address the need to develop an empirically‐based understanding of the use of dialogue in teaching by discussing theory and research related to a pedagogical approach called collaborative reasoning (CR). CR is an instructional method designed to engage elementary school children in group discussions about controversial issues raised in their readings. CR is grounded in social learning and schema‐theoretic views of cognition, whic…
The Role of Natural Class Features in the Acquisition of Phonotactic Regularities
The Role of Natural Class Features in the Acquisition of Phonotactic Regularities
Morphological Awareness and Learning to Read: A Cross-Language Perspective
In the past decade, there has been a surge of interest in morphological awareness, which refers to the ability to reflect on and manipulate morphemes and word formation rules in a language. This review provides a critical synthesis of empirical studies on this topic from a broad cross-linguistic perspective. Research with children speaking several languages indicates that knowledge of inflectional morphology is acquired before knowledge of deriva…
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
The influence of one teacher’s scaffolding moves on children’s performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiate…
The Role of Natural Class Features in the Acquisition of Phonotactic Regularities
Core Practices Within Second Language Writing Instruction: A Case Study of Clinical Teaching Experiences
Recently, researchers have called for more teacher education programs to embrace a practice-based framework for teacher education (PBTE) centered around core practices, but few studies have examined the impact of PBTE beyond coursework, particularly as it influences the instruction of emergent bilinguals. This qualitative case study follows the clinical teaching journeys of three preservice teachers PSTs to see how their participation in a PBTE p…
Morphological Awareness and Learning to Read: A Cross-Language Perspective
In the past decade, there has been a surge of interest in morphological awareness, which refers to the ability to reflect on and manipulate morphemes and word formation rules in a language. This review provides a critical synthesis of empirical studies on this topic from a broad cross-linguistic perspective. Research with children speaking several languages indicates that knowledge of inflectional morphology is acquired before knowledge of deriva…
Collaborative reasoning: A dialogic approach to group discussions
In this paper, we address the need to develop an empirically‐based understanding of the use of dialogue in teaching by discussing theory and research related to a pedagogical approach called collaborative reasoning (CR). CR is an instructional method designed to engage elementary school children in group discussions about controversial issues raised in their readings. CR is grounded in social learning and schema‐theoretic views of cognition, whic…
The Role of Natural Class Features in the Acquisition of Phonotactic Regularities
The Role of Natural Class Features in the Acquisition of Phonotactic Regularities
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
The influence of one teacher’s scaffolding moves on children’s performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiate…
The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: A cross-linguistic study of classroom discourse
This study aims to examine the relationship between bilingual experience and children's development of morphological and morpho-syntactic awareness. To capture both universal and language-specific bilingual effects, the study included four groups of participants: English-speaking children from a general education programme, Spanish-speaking and English-speaking children from a Spanish–English dual-language programme, and Chinese-speaking children…
The relationship between input and literacy and metalinguistic development: A study with Chinese–English bilinguals
The purpose of this study was to examine the relationship between input and literacy/ metalinguistic development in bilingual children. Participants included fourth-grade Chinese-English bilinguals from Taiwan and the USA. The two groups were comparable in socioeconomic status, non-verbal IQ, and the amount of literacy instruction in Chinese and English, but the bilingual participants from Taiwan had more exposure to Chinese and less exposure to …
The role of input in bilingual children’s language and literacy development: Introduction to the Special Issue
Core Practices Within Second Language Writing Instruction: A Case Study of Clinical Teaching Experiences
Recently, researchers have called for more teacher education programs to embrace a practice-based framework for teacher education (PBTE) centered around core practices, but few studies have examined the impact of PBTE beyond coursework, particularly as it influences the instruction of emergent bilinguals. This qualitative case study follows the clinical teaching journeys of three preservice teachers PSTs to see how their participation in a PBTE p…
Cross-language transfer: A single case study on the acquisition of argumentative reasoning
Current research on cross-language transfer has focused primarily on literacy development. The present study extends the scope of existing research by focusing on argumentative reasoning, an important but under-research academic skill. A single-case study with a reversal design was conducted with four Chinese-English elementary students with the well-established Collaborative Reasoning (CR) discussion model. Data included transcripts of the lesso…
Korean-english Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in English
Linguistic and Non-linguistic Factors Affecting International Teaching Assistants’ Comprehensibility and Teaching Quality
Vocabulary Instruction for English Learners: A Systematic Review Connecting Theories, Research, and Practices
Vocabulary instruction is pivotal to literacy development. While extensive research has been conducted, few studies have examined how research translates into practice and how theory informs it. This study addresses this gap by identifying theories guiding vocabulary instruction in leading practitioner-oriented journals in the field, assessing trends and practices, and examining shifts over the past decade. The systematic review critically extend…
Early Literacy Skills and L2 Writing Development in Emergent Bilinguals: A 3-Year Longitudinal Study
Research Findings: Emergent bilinguals (EB) are the fastest-growing segment of the U.S. school population, with Spanish-English bilinguals as the largest sub-group. With literacy as the foundation for later academic success, it is urgent to understand how literacy skills develop among young Spanish-speaking EBs, who often underperform in literacy. The purpose of the present three-year longitudinal study was to investigate the within- and cross-li…
The Influence of Home Literacy Environment on Oral Vocabulary Development Among Children with Autism: The Case of Kindergarteners in China
Autism Spectrum Disorder (ASD) has been rising considerably among children worldwide. As a developmental disability involving restricted behaviors and interests, and difficulties with social interaction, the literacy development among children with ASD has been under-researched. The present study investigated the influence of home literacy environment on oral vocabulary acquisition among kindergarteners with ASD in China. Thirty-five children wit…
Learning to write in a digital age: Technology-enhanced intervention for struggling writers in early elementary grades from low SES families
Although considerable attention has been directed toward incorporating technology for writing instruction, existing research has primarily focused on students in mid-elementary grades and beyond. Because studies indicate that gaps in writing achievement may surface during early elementary grades and persist, this study aims to address this pressing issue with an intervention that leverages tablet technology and educational applications for second…
Vocabulary and morphological awareness and their relationship to reading comprehension in Chinese literacy development: Conceptual and methodological issues
The past few decades have witnessed a notable surge in research pertaining to the development of Chinese literacy, particularly in the relationship between vocabulary, morphological awareness, and reading comprehension. This body of work has been originally inspired by and grounded in the theoretical paradigms established through literacy research conducted on English and other alphabetic languages. While significant strides have been made in ide…
Psychology (13 works) · Linguistics (10 works) · Reading and Literacy Development (8 works) · Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Literacy (6 works) · Mathematics education (6 works) · Pedagogy (6 works) · Language Development and Disorders (5 works) · Teaching method (5 works)