.

L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 5–21.

      14 Frost, R. (1998). Towards a strong phonological theory of visual word recognition: True issues and false trails. Psychological Bulletin, 123, 71–99.

      15 Frost, R. (2012). Towards a universal model of reading. Behavioral and Brain Sciences, 35, 263–329.

      16 Garner, R., Alexander, P., Slater, W., Hare, V. C., Smith, T., & Reis, R. (1986). Children's knowledge of structural properties of expository text. Journal of Educational Psychology, 78, 411–16.

      17 Gathecole, S., & Baddeley, D. (1993). Working memory and language. Hove, England: Erlbaum.

      18 Goldman, S. R., & Rakestraw, J. A., Jr. (2000). Structural aspects of constructing meaning from text. In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 311–36). Mahwah, NJ: Erlbaum.

      19 Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126–35.

      20 Goodman, K. S. (1973). Psycholinguistic universals of the reading process. In F. Smith (Ed.), Psycholinguistics and reading (pp. 21–9). New York, NY: Holt, Rinehart and Winston.

      21 Hamada, M., & Koda, K. (2010). The role of phonological decoding on second language word‐meaning inference. Applied Linguistics, 31(4), 513–31.

      22 Hogaboam, T. W., & Perfetti, C. A. (1978). Reading skill and the role of verbal experience in decoding. Journal of Educational Psychology, 70, 717–29.

      23 Jeon, E. H. (2011). Contribution of morphological awareness to K2 reading comprehension. The Modern Language Journal, 95, 217–35.

      24 Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixation to comprehension. Psychological Review, 87, 329–54.

      25 Just, M. A., & Carpenter, P. A. (1987). The psychology of reading and language comprehension. Boston, MA: Allyn & Bacon.

      26 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), 456–77. doi: 10.1093/applin/amx040

      27 Kim, J., & Cho, Y. (2015). Proficiency effects on relative roles of vocabulary and grammar knowledge in second language reading. English Teaching, 70(1), 75–96.

      28 Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.

      29 Kleiman, G. M. (1975). Speech recording in reading. Journal of Verbal Learning and Verbal Behavior, 14, 323–39.

      30 Koda, K. (2007). Reading and language learning: Cross‐linguistic constraints on second‐language reading development. Language Learning, 57, 1–44.

      31 Koda, K. (2016). Development of word recognition in a second language. In X. Chen, V. Dronijc, & R. Helms‐Park (Eds.), Reading in a second language: Cognitive and psycholinguistic perspectives (pp. 70–98). London, England: Routledge.

      32 Koda, K. (2017). Reading acquisition in Japanese. In L. Verhoeven & C. Perfetti (Eds.), Reading acquisition across languages and writing systems: An international handbook (pp. 57–81). Cambridge, England: Cambridge University Press.

      33 Koda, K., & Ke, S. E. (2018). Advanced reading proficiency in collegiate foreign language learners. In P. A. Malovrh & A. G. Benati (Eds.), The handbook of advanced proficiency in second language acquisition (pp. 483–504). New York, NY: John Wiley.

      34 Koda, K., & Miller, R. (2018). Cross‐linguistic interaction in L2 word meaning inference in English as a foreign language. In H. Pae (Ed.), Writing systems, reading processes, and cross‐linguistic influences: Reflections from the Chinese, Japanese and Korean languages. Amsterdam, Netherlands: John Benjamins.

      35 Levy, B. A. (1975). Vocalization and suppression effects in sentence memory. Journal of Verbal Learning and Verbal Behavior, 14, 304–16.

      36 Muljani, D., Koda, K., & Moates, D. (1998). Development of L2 word recognition. Applied Psycholinguistics, 19, 99–113.

      37 Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304–30.

      38 Nagy, W. E., McClure, E., & Mir, M. (1997). Linguistic transfer and the use of context by Spanish–English bilinguals. Applied Psycholinguistics, 18, 431–52.

      39 Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108.

      40 Nunes, T., & Bryant, P. (2006). Improving literacy by teaching morphemes. London, England: Routledge.

      41 Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 815–60). New York, NY: Longman.

      42 Reddy, P., & Koda, K. (2012). Orthographic constraints on phonological awareness in biliteracy development. Writing System Research, 4, 1–21.

      43 Schreuder, R., & Flores d'Arcais, G. B. (1992). Psycholinguistic issues in the lexical representation of meaning. In W. Marslen‐Wilson (Ed.), Lexical representation and process (pp. 409–36). Cambridge, MA: MIT Press.

      44 Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–68.

      45 Shankweiler, D., & Liberman, I. Y. (1972). Misreading: A search for causes. In J. F. Kavanaugh & I. G. Mattingly (Eds.), Language by eye and by ear (pp. 293–317). Cambridge, MA: MIT Press.

      46 Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615.

      47 Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. In J. S. Carlson (Ed.), Issues in education: Contributions from psychology (Vol. 1, pp. 1–57). Greenwich, CT: JAI.

      48 Shin, Y., & Kim, Y. (2012). Assessing the relative roles of vocabulary and syntactic knowledge in reading comprehension. Korean Journal of Applied Linguistics, 28(2), 169–98.

      49 Torgesen, J. K., & Burgess, S. R. (1998). Consistency of reading‐related phonological processes throughout early childhood: Evidence from longitudinal‐correlational and instructional studies. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 161–88). Mahwah, NJ: Erlbaum.

      50 Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313–30.

      51 Zhang, D., & Koda, K. (2013). Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners. System, 41, 901–31.

      52 Zhang, H., & Koda, K (2017). Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading development. Reading and Writing, 31, 53–74.

Suggested Readings

      1 Chen, X., Dronijc, D., & Helms‐Park, R. (Eds.). (2016). Reading in a second language: Cognitive and psycholinguistic perspectives. New York, NY: Routledge.

      2 Davis, J. M., Norris, J. M., & Malone, E. (Eds). (2018). Useful assessment and evaluation in language education. Washington, DC: Georgetown University Press.

      3 Geva, E., & Ramirez, G. (Eds.). (2015). Focus on reading. London, England: Oxford University Press.

      4 Koda, K., & Yamashita, J. (Eds.). (2018). Reading to learn in a foreign language. New York, NY: Routledge.

      5 Lesaux, N. K., & Harris, J. R. (2015). Cultivating knowledge, building language. Portsmouth, NH: Heinemann.

      6 Malovrh,