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Sihui (Echo) Ke


Office hours (Spring 2023): 3:00pm-5:00 pm, Mondays, in person at POT1471 or Zoom (Please email to make an appointment).


Ph.D. in Second Language Acquisition, Carnegie Mellon University, 2016


I am particularly interested in examining how adults and children develop reading competence in an additional language, and exploring innovative approaches of effective learning and teaching at two interconnected stages (learning-to-read and reading-to-learn) in two or multiple languages.

My research is guided by four questions: 

  1. How do previously acquired reading competencies affect subsequent reading development in an additional language?
  2. What are the universal and language-specific processes in reading development? How can Chinese research inform studies of bilingual and multilingual reading development?
  3. How does language and literacy input in different multilingual contexts shape reading development in an additional language?
  4. What are some of the effective ways of integrating reading assessment and instruction in an additional language?

External Research Grants:


2019-2020 Language Learning Early Career Research Grant, Project title: Validating the simple view of reading in adult second language learners

2018-2019 ACTFL 2018's Research Priorities Initiative, Project title: When Should Characters Be Introduced to a Blended College-level Beginning Chinese Course? A Semi-replication Study (Co-researcher: Dr. Stayc DuBravac, University of Kentucky)

2022-2026 Project Expertise for Classroom Equity through Literacy  (PI: Dr. Susan Cantrell; Co-PI: Dr. Kristen Perry), U.S. Department of Education, Office of English Language Acquisition  ($2.8 million)    



CHI201 Intermediate Chinese

CHI 520 Introduction to Chinese Linguistics

MCL100 The World of Language

MCL517/LIN 517 Second Language Acquisition/Special Topics in Linguistics

MCL 575 Introduction to Linguistics and Language Structures 

MCL610 L2 Teach Methods:9-12, Adult & Adv Lrnrs

MCL665 Second Language Curriculum and Assessment

EDC560/TSL 560 Literacy Development in the ESL Classroom

TSL 675 English Grammar: Analysis and Pedagogy


Selected Publications

Call for manuscript submission till Dec. 31, 2023:

  1. Ke, S. (2022). Reading comprehension subcomponent skills of Chinese-speaking ESL and EFL learners. Reading in a Foreign Language, 34(2), 304–322.
  2. Chen, T. Xu, X., Hao, Y., & *Ke, S(2022). Connecting the dots: the contribution of orthographic knowledge to L2 Chinese reading comprehension through serial mediation of word decoding and listening comprehension. . Reading and Writing
  3. Lü, C., Pace, A. & Ke, S. (2022). Bidirectional transfer of definition skills and expressive vocabulary knowledge in Chinese-English Dual Language Learners. International Journal of Bilingual Education and Bilingualism.
  4. Ke, S. & Koda, K. (2021). Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language. Applied Psycholinguistics. DOI:10.1017/S014271642100031X
  5. Ke, S., Miller, R., Zhang, D. and Koda, K. (2021). Crosslinguistic sharing of morphological awareness in biliteracy development: A systematic review and meta‐analysis of correlation coefficients. Language Learning71(1), 8-54.
  6. Ke, S. & Zhang, D. (2021). Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships. In B. Reynolds & M. Teng (Eds.),Teaching English reading and writing to young learners. Special issue of Studies in Second Language Learning and Teaching11(3), 331-350.
  7. Ke, S. (2020). Review of research on learning and instruction with specific reference to reading Chinese as an additional language (1976–2018). In Y. Gong & C. Lai (eds.), The teaching and learning of Chinese as a second or foreign language (CSL/CFL): The current situation and future directions. Special Issue in Frontiers of Education in China, 15(1), 14–38.
  8. Zhang, D. & Ke, S. (2019). The simple view of reading made complex by morphological decoding fluency in bilingual fourth-grade readers of English. Reading Research Quarterly55(2), 311-329.
  9. Ke, S. & Koda, K. (2019). Is vocabulary knowledge sufficient for word meaning inference? An investigation of the role of morphological awareness in adult L2 learners of Chinese. Applied Linguistics, 40(3), 456-477.
  10. Ke, S. & Koda, K. (2017). Contributions of morphological awareness to adult L2 Chinese word meaning inferencing. The Modern Language Journal, 101 (4), 742-755.
  11. Ke, S. & Chan, S-D. (2017). Strategy use in L2 Chinese reading: The effect of L1 background and L2 proficiency. System: An International Journal of Educational Technology and Applied Linguistics, 66, 27-38.
  12. Ke, S. & Tucker, G. R. (2015). Unleavened cakes: An overview of second language Chinese education for South Asian students in Hong Kong. K-12 Chinese Language Teaching (online open access). Retrieved from:
  13. Ke, S., & Xiao, F. (2015). Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness24(4), 355-380.