Research Plan for WASEDA Research Acceleration Program
for Early-stage Principal Investigators, AY 2022
Supplement: References
3. Visions and Goals
Allen-Tamai, M. (2012). Phonological awareness and word knowledge among young Japanese learners of English. The Journal of Asia TEFL Special Issue, 1–28.
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. http://doi.org/10.1016/j.cedpsych.2019.101778
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.
MEXT. (2017). Explanatory commentary for the elementary school curriculum guidelines: Foreign Language. Retrieved August 2, 2018, from https://qrgo.page.link/CpF2k
MEXT. (2021). GIGA sukuru koso-no jitsugen-ni tsuite [The realization of the GIGA School Concept]. https://www.mext.go.jp/a_menu/other/index_00001.htm
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. https://osf.io/3xg5n
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. http://doi.org/10.1016/j.lindif.2020.101852
Treiman, R., Hulslander, J., Olson, R. K., Willcutt, E. G., Byrne, B., & Kessler, B. (2019). The unique role of early spelling in the prediction of later literacy performance. Scientific Studies of Reading, 23(5), 437–444.
4. Research Subjects
MEXT. (2017). Explanatory commentary for the elementary school curriculum guidelines: Foreign Language. Retrieved August 2, 2018, from https://qrgo.page.link/CpF2k
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
5. Research Plan
Caravolas, M., Lervåg, A., Mikulajová, M., Defior, S., Seidlová-Málková, G., & Hulme, C. (2019). A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability. Scientific Studies of Reading, 23(5), 386–402. http://doi.org/10.1080/10888438.2019.1580284
Chou, Y.-K. (2015). Actionable gamification. Octalysis Media.
Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J., & Snowling, M. J. (2012). The causal role of phoneme awareness and letter-sound knowledge in learning to read: Combining intervention studies with mediation analyses. Psychological Science, 23(6), 572–577. http://doi.org/10.1177/0956797611435921
Oga-Baldwin, W. L. Q., & Nakata, Y. (2020). How teachers promote young language learners’ engagement. Language Teaching for Young Learners, 2(1), 101–130. http://doi.org/10.1075/ltyl.19009.oga
Oga-Baldwin, W. L. Q., Nakata, Y., Parker, P., & Ryan, R. M. (2017). Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49, 140–150. http://doi.org/10.1016/j.cedpsych.2017.01.010