Poh Wee Koh
Biographic Data
| ID | 3531362 |
|---|---|
| NAME | Poh Wee Koh |
| GIVEN NAMES | Poh Wee |
| FAMILY NAME | Koh |
| SIGNATURE | KOH P W |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-6111-3186 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children
The present study investigated the role of syntactic awareness in reading comprehension among English-French bilinguals learning French as an additional language in Canadian French immersion programs. We examined the direct effect of French syntactic awareness on French reading comprehension as well as the indirect effects mediated through French word reading and French vocabulary. We further examined the extent to which English syntactic awarene…
Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language
This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students fro…
Exploring sources of poor reading comprehension in English language learners
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading
Equipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers’ knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely…
Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019
Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventi…
The componential model of reading in bilingual learners
According to the Componential Model of Reading (CMR; Aaron, Joshi, Gooden, & Bentum, 2008), reading comprehension can be explained by 3 domains—cognitive, psychological, and ecological domains. We examined the direct and indirect contributions of these 3 domains to reading comprehension in bilingual learners. Participants included 124 bilingual children in Grades 4 through 6 who spoke Chinese as their first language. They were administered a batt…
English proficiency and acculturation among Chinese immigrant youth in Canada: A reciprocal relationship
The main focus of this study was to refine our understanding of the link between English proficiency and mainstream acculturation in adolescent Chinese immigrants. The sample consisted of 112 adolescents in grades 7–12 living in urban areas in southern Ontario, Canada. English proficiency was assessed individually using standardised tests of vocabulary knowledge, reading comprehension, and reading fluency. Mainstream acculturation was measured by…
Through the lens of teachers in two bilingual programmes: A look at early bilingual education
Educators and researchers increasingly recognise the impact of language policies on bilingual education. The present study examined the similarities and differences in how the teachers and principals in two different contexts, a Mandarin–English bilingual programme in a Canadian kindergarten and elementary school and a Russian–Hebrew bilingual preschool programme in Israel, understood their language programmes and made curriculum decisions with r…
The Role of Acculturation in Reading a Second Language: Its Relation to English Literacy Skills in Immigrant Chinese Adolescents
The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7–12 in Waterloo Region in and the metropolitan Toronto area of Ontario, Canada. Acculturation was measured by a quest…
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading
Equipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers’ knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely…
Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children
The present study investigated the role of syntactic awareness in reading comprehension among English-French bilinguals learning French as an additional language in Canadian French immersion programs. We examined the direct effect of French syntactic awareness on French reading comprehension as well as the indirect effects mediated through French word reading and French vocabulary. We further examined the extent to which English syntactic awarene…
English proficiency and acculturation among Chinese immigrant youth in Canada: A reciprocal relationship
The main focus of this study was to refine our understanding of the link between English proficiency and mainstream acculturation in adolescent Chinese immigrants. The sample consisted of 112 adolescents in grades 7–12 living in urban areas in southern Ontario, Canada. English proficiency was assessed individually using standardised tests of vocabulary knowledge, reading comprehension, and reading fluency. Mainstream acculturation was measured by…
The Role of Acculturation in Reading a Second Language: Its Relation to English Literacy Skills in Immigrant Chinese Adolescents
The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7–12 in Waterloo Region in and the metropolitan Toronto area of Ontario, Canada. Acculturation was measured by a quest…
Through the lens of teachers in two bilingual programmes: A look at early bilingual education
Educators and researchers increasingly recognise the impact of language policies on bilingual education. The present study examined the similarities and differences in how the teachers and principals in two different contexts, a Mandarin–English bilingual programme in a Canadian kindergarten and elementary school and a Russian–Hebrew bilingual preschool programme in Israel, understood their language programmes and made curriculum decisions with r…
The Role of Acculturation in Reading a Second Language: Its Relation to English Literacy Skills in Immigrant Chinese Adolescents
The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7–12 in Waterloo Region in and the metropolitan Toronto area of Ontario, Canada. Acculturation was measured by a quest…
Through the lens of teachers in two bilingual programmes: A look at early bilingual education
Educators and researchers increasingly recognise the impact of language policies on bilingual education. The present study examined the similarities and differences in how the teachers and principals in two different contexts, a Mandarin–English bilingual programme in a Canadian kindergarten and elementary school and a Russian–Hebrew bilingual preschool programme in Israel, understood their language programmes and made curriculum decisions with r…
English proficiency and acculturation among Chinese immigrant youth in Canada: A reciprocal relationship
The main focus of this study was to refine our understanding of the link between English proficiency and mainstream acculturation in adolescent Chinese immigrants. The sample consisted of 112 adolescents in grades 7–12 living in urban areas in southern Ontario, Canada. English proficiency was assessed individually using standardised tests of vocabulary knowledge, reading comprehension, and reading fluency. Mainstream acculturation was measured by…
Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019
Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventi…
The componential model of reading in bilingual learners
According to the Componential Model of Reading (CMR; Aaron, Joshi, Gooden, & Bentum, 2008), reading comprehension can be explained by 3 domains—cognitive, psychological, and ecological domains. We examined the direct and indirect contributions of these 3 domains to reading comprehension in bilingual learners. Participants included 124 bilingual children in Grades 4 through 6 who spoke Chinese as their first language. They were administered a batt…
Exploring sources of poor reading comprehension in English language learners
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading
Equipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers’ knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely…
Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language
This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students fro…
Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children
The present study investigated the role of syntactic awareness in reading comprehension among English-French bilinguals learning French as an additional language in Canadian French immersion programs. We examined the direct effect of French syntactic awareness on French reading comprehension as well as the indirect effects mediated through French word reading and French vocabulary. We further examined the extent to which English syntactic awarene…
Linguistics (9 works) · Psychology (9 works) · Reading and Literacy Development (8 works) · Mathematics education (6 works) · Reading comprehension (6 works) · Pedagogy (5 works) · Comprehension (4 works) · Developmental psychology (4 works) · Multilingual Education and Policy (4 works) · Reading (process) (4 works)