Fisher, D., Frey, N., & Hattie, J. (2016). Ch. 4, Teaching Literacy for Transfer. In D. Fisher, N. Frey, & J. Hattie, Visible learning for literacy (pp.105-131). Thousand Oaks: Corwin.
Sudsawad, P. (2007). Knowledge translation: Introduction to models, strategies, and measures. Austin, TX: Southwest Educational Development Laboratory, National Center for the Dissemination of Disability Research
Zhang, Y., & Francis, A. (2010). The weighting of vowel quality in native and non-native listeners' perception of English lexical stress. Journal of Phonetics, 38(2), 260-271.
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
Wang, M., Koda, K., & Perfetti, C. A. (2003). Alphabetic and nonalphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition, 87(2), 129-149.
Lin, D., Liu, Y., Sun, H., Wong, R. K. S., & Yeung, S. S. S. (2017). The pathway to English word reading in Chinese ESL children: the role of spelling. Reading and Writing, 30(1), 87-103.
Choi, W., Tong, X., & Cain, K. (2016). Lexical prosody beyond first-language boundary: Chinese lexical tone sensitivity predicts English reading comprehension. Journal of experimental child psychology, 148, 70-86.
Nassaji, H. (2014). The role and importance of lower-level processes in second language reading. Language Teaching, 47(1), 1-37.