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Research Plan for presentation to the University of Hong Kong, 2022

Research Plan Supplement: Figures and References
Venn Diagram BB.001.jpeg

Heading 1: Overlapping fields applied to this research.


  • Brice, H., Siegelman, N., van den Bunt, M., Frost, S. J., Rueckl, J. G., Pugh, K. R., & Frost, R. (2021). Individual differences in L2 literacy acquisition: Predicting reading skill from sensitivity to regularities between orthography, phonology, and semantics. Studies in Second Language Acquisition, 1–22.

  • Butler, Y. G. (2022). Language education in the era of digital technology. JALT Journal, 44(1), 137–152.

  • Coulson, D., Ariiso, M., Kojima, R., & Tanaka, M. (2013). Difficulties in reading English words: How do Japanese learners perform on a test of phonological deficit? Vocabulary Learning & Instruction, 2(1), 57-63.

  • Ehri, L. C. (2022). What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics. The Reading Teacher, 76, 53– 61.

  • Hautala, J., Heikkilä, R., Nieminen, L., Rantanen, V., Latvala J-M. & Richardson, U. (2020). Identification of Reading Difficulties by a Digital Game-Based Assessment Technology. Journal of Educational Computing Research, 58(5), 1003–1028.

  • Fryer, L. K., & Quint Oga-Baldwin, W. L. (2019). Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology, 101778.

  • Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta-analysis. Language Learning, 64(1), 160–212.

  • Melby-Lervåg, M., & Lervåg, A. (2013). Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners. Psychological Bulletin.

  • Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322–352.

  • Machida, T. (2016). Japanese Elementary School Teachers and English Language Anxiety. TESOL Journal, 7(1), 40-66.

  • MEXT. (2017). Explanatory commentary for the elementary school curriculum guidelines: Foreign Language. Retrieved August 2, 2018, from

  • MEXT. (2021). GIGA sukuru koso-no jitsugen-ni tsuite [The realization of the GIGA School Concept].

  • Nakao, K., Oga-Baldwin, W. L. Q., & Fryer, L. K. (2022). Phonemic awareness as fundamental listening skill: A cross-sectional cohort study of elementary foreign language learners. The Journal of Asia TEFL.

  • Oga-Baldwin, W. L. Q., Nakao, K., & Fryer, L. K. (2021). Setting expectations: Building the blocks of phonemic awareness. SocArXiv Papers.

  • Oga-Baldwin, W. L. Q., & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual Differences, 79, 101852.

  • Oga-Baldwin, W. L. Q., & Nakata, Y. (2020). How teachers promote young language learners’ engagement: Lesson form and lesson quality. Language Teaching for Young Learners, 2(1), 101–130.

  • Shankweiler, D., & Fowler, C. A. (2019). Relations between reading and speech manifest universal phonological principle. Annual Review of Linguistics, 5, 109–129.

  • Slota, S. T., & Young, M. F. (2017). The inevitability of epic fail: Exploding the castle with situated learning. In M. F. Young & S. T. Slota, (Eds.). Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape the Future of Education. Information Age Publishing.

  • Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a foreign language, 19(1), 1–18.

  • Thomson, J. M., Foldnes, N., Uppstad, P. H., Njå, M. Solheim, O. J., & Lundetræc, K. (2020). Can children’s instructional gameplay activity be used as a predictive indicator of reading skills? Learning and Instruction, 68, Article 101348.

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