Publications
* denotes a student author.
*Li, Y.X., Wang, M., *Li, C.C., & *Li, M. (in press). Phonological training and word learning in a novel language. Frontiers in Communication: Language Sciences.
*Singh, A., Wang, M., & Faroqi-Shah, Y. (in press). Romanizing an alphasyllabic script: The bi-scriptal case of Hindi-English visual word recognition. Reading and Writing: An Interdisciplinary Journal.
*Li, C.C., Wang, M., *Kim, S.Y., & Bolger, D. J. (in press). Phonological preparation in Korean: Phoneme, or syllable or another unit? Language and Speech.
*Li, Y.X., Li, H., & Wang, M. (2020). Orthographic learning via self-teaching in Chinese: The roles of phonological recoding, context, phonetic, and semantic Radicals. Journal of Experimental Child Psychology, 199.
*Li, Y.X., Wang, M., & *Espinas, D. (2021). Self-teaching in orthographic learning among learners of English as a second language. Reading and Writing: An Interdisciplinary Journal, 34, 1295-1320.
*Li, Y.X., Li, H., & Wang, M. (2020). The roles of phonological recoding, semantic radicals and writing practice in orthographic learning in Chinese. Scientific Studies of Reading, 24(3), 252-263.
*Li, R., Farpqi-Shah, Y., & Wang, M. (2019). A comparison of verb and noun retrieval in Mandarin-English bilinguals with English-speaking monolinguals. Bilingualism: Language and Cognition, 22, 1005-1028.
*Lin, C., Wang, M., & *Ko, I-Y. (2018). The time course of activation of semantic and orthographic information in morphological decomposition by Korean adults and developing readers. Frontiers in Communication, 23 November.
*Lin, C. & Wang, M. (2018). The use of lexical and sub-lexical cues in speech segmentation by second language learners of English. Journal of Second Language Acquisition, 1, 166-198.
Pae, H.K., Kim, S.A., Mano, Q.R., Wang, M. (2019). Another look at the role of vowel letters in word reading in L2 English among native Korean readers. Journal of Neurolinguistics. 50, 82-93.
*Li, C.C., *Kronrod, Y., & Wang, M. (2020). The influence of first language on phonological preparation in spoken word production in second language. Linguistic Approach of Bilingualism, 50, 82-93.
*Li, C. C., Wang, M., *Davis, J.A., & Guan, C. Q. (2019). The role of segmental and tonal information in visual word recognition with learners of Chinese. Journal of Research in Reading, 42, 213-468.
*Lin, C., Wang, M., & *Ko, I-Y. (2018). The time course of activation of semantic and orthographic information in morphological decomposition by Korean adults and developing readers. Frontiers in Communication, 23 November.
*Lin, C., *Cheng, C., & Wang, M. (2018). The contribution of phonological and morphological awareness in Chinese-English bilingual reading acquisition. Reading and Writing: An Interdisciplinary Journal, 31, 99-132.
*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 Language, 40, 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 Learning, 61, 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 Psycholinguistics, 30, 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鈥檚 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 Journal, 21, 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 Psychology, 98(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 Reading, 8(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. Cognition, 87, 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
Pae, H. & Wang, M. (under review). Script relativity: 浪花直播 the writing system influences cognition and beyond. Reading and Writing: An Interdisciplinary Journal.
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.
Wang, M. & *Ren, J. (under review). Second language reading development in non-societal languages: Chinese and Korean as a heritage language. In K. Koda & R.T. Miller (Eds.), Handbook of Second Language Acquisition and Reading, Routledge.
*Li, Y., Wang, M., & *Zhang, N. (under Review). Cross-language transfer in Chinese-English bilingual reading. In P. Koh & X. Chen (Eds.): Oral Language and Higher-Order Processes in Chinese Reading.
*Sherlock, D., Wang, M., & *Li, Y. (2020). Orthographic learning: A multilingual perspective. In G. Neokleous, A. Krulatz & R. Farrelly (Eds.): Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. IGI Global.
*Lin, C., Wang, M., & Singh, A. (2018). 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. (2018). 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. (2018). 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).