Name: Miao Li
I am currently a SSHRC-funded postdoctoral fellow working with Dr. Esther Geva. I did my master and PhD at Queen’s University. My research interests are cognitive processes of ESL students’ reading development and reading disabilities.
Research:
PhD thesis: Understanding reading comprehension in Chinese English-immersion students
Publications:
Book
Li, M., & Latorre, J. (2013). English education in China: Exploring new approaches and methods. Niagara, NY: Untested Ideas Research Centre.
Book Chapter
Li, M., & Kirby, J. R. (2012). Breadth and depth of vocabulary knowledge in second language reading. In J. S. Avery & M. H. Stewart (Eds.), Language Learning: New Research (pp. 79-103). Hauppauge, NY: Nova Science Publishers Inc.
Articles
Li, M., & Kirby, J. R. (under review). Summary writing and reading comprehension in ESL students. Discourse Processes.
Li, M., & Kirby, J. R. (under review). An examination of the simple view of reading model in ESL students. Reading and Writing.
Zhang, H., Li, M., & Kirby, J. R., (under review). Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension. Language Learning.
Li, M., & Kirby, J. R. (in press). The effects of vocabulary breadth and depth on English reading. Applied Linguistics.
Li, M., & Kirby, J. R. (2014). Unexpected poor comprehenders among adolescent ESL students. Scientific Studies of Reading, 18, 75-93.
DeLuca, C., Cheng, L., Fox, J., Doe, C., & Li, M. (2013). Putting testing researchers to the test: An exploratory study on the TOEFL iBT. System, 41, 663-676.
Li, M., Kirby, J. R., Cheng, L., Wade-Woolley, L., & Qiang, H. (2012). Cognitive predictors of English reading achievement in Chinese English-Immersion students. Reading Psychology, 33, 423-447.
Li, M., Cheng, L., & Kirby, J. R. (2012). Phonological awareness as a predictor of listening comprehension for English-Immersion students in China. International Education, 6, 41-63.
Li, M., Kirby, J. R., Zhao, W. (2012). English reading in Chinese English-immersion students. International Journal of Education and Culture, 1, 45-54.
Cheng, L., & Li, M. (2012). Review of empirical studies in Chinese English-immersion education. Journal of World Education, 12, 379-383.
Li, M., Kirby, J., & Georgiou, G. (2011). Rapid naming speed components and reading comprehension in bilingual children. Journal of Research in Reading, 34, 6-22.
Li, M., Kirby, J., Zhao, W., & Liu, M. (2011). The role of vocabulary in English reading comprehension of Chinese English-immersion junior middle school students. Proceedings of the 4th Annual Conference of China-Canada-United States English Immersion, China, 29-36.
Cheng, L., Li, M., Kirby, J. R., Qiang, H., & Wade-Woolley, L. (2010). English
language immersion and students’ academic achievement in English, Chinese
and mathematics. Evaluation & Research in Education, 23, 151–169.
Li, M. (2007). From the cooperative approach to view the fuzzy language used in the translation of A Dream of Red Mansions. Heilongjiang Education, 2, 114-115.
Li, M. (2007). Pragmatic analyses of the implications in the fuzzy language in A Dream of Red Mansions and its translations. Journal of Heilongjiang Education College, 26, 111-113.
Li, M. (2005). The fuzziness principles of language teaching and its applications in second language learning. Sino-US English Teaching, 23, 35-38.
Li, M. (2005). The context approach to the fuzziness used in the translation of A Dream of Red Mansions. China International Academic Journal, 50, 33-35.
Li, M. (2004). Contrast between English and Chinese cultural background in translation course. Aeronautical Education, 9, 65-68.
Conference Presentations:
Li, M., & Kirby, J. R. (2013, July). Home literacy and English reading comprehension in ESL students. Society for the Scientific Study of Reading (SSSR), Hong Kong, China.
Li, M. (July, 2013). The acquisition of vocabulary in second language reading. Invited talk in the Department of English at Beijing International Studies University, China.
Li, M. (January, 2013). Reading in a second language: A cognitive perspective. Invited talk in the Department of Languages, Literatures, and Linguistics at York University, Canada.
Li, M. (January, 2012). Reading comprehension in a second language. Scholar Share series of Education presentation at Queen’s University, Canada.
Li, M., & Kirby, J. R. (2012, July). A descriptive analysis of English immersion students' summaries. Society for the Scientific Study of Reading (SSSR), Montreal, Quebec, Canada.
Li, M., & Kirby, J. R. (2012, March). Roles of vocabulary breadth and depth in reading comprehension of ESL learners. American Association of Applied Linguistics (AAAL), Boston, Massachusetts, USA.
Li, M., Kirby, J. R., & Zhao, W. (2011, August). Breadth and depth of vocabulary in relation to English reading comprehension in Chinese English-immersion students. International Association of Applied Linguistics (AILA), Beijing, China.
Li, M., Kirby, J. R., & Zhao, W. (2011, July). The simple view of reading model in bilingual children. Society for the Scientific Study of Reading (SSSR), St. Pete’s Beach, Florida, USA.
Li, M. (2010, July). The role of Chinese phonological awareness in reading in Chinese bilingual children. Research in Reading Chinese and Related Asian Languages Conference, Toronto, ON, Canada.
Li, M., Zhang, H., & Kirby, J. R., (2010, April). Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension. American Educational Research Association (AERA), Denver, Colorado, USA.
Li, M., Kirby, J. R., & Georgiou, G. (2009, June). RAN components and reading comprehension across languages. Society for the Scientific Study of Reading (SSSR), Boston, Massachusetts, USA.
Li, M., Kirby, J. R., Cheng, L., Wade-Woolley, L., & Qiang, H. (2009, June). The contribution of phonological awareness and naming speed to Chinese-English biliteracy acquisition. National Language Conference, Canadian Language & Literacy Research Network, “Contextualizing Bilingualism and Biliteracy”, Dalhousie University, Halifax, NS, Canada.
Li, M. (2009, May). The effects of gender on bilingual children’s reading comprehension. Language and Reading Comprehension for Immigrant Children (LARCIC), Toronto, ON, Canada.
Li, M. & Cheng, L. (2009, May). Phonological awareness as a predictor of listening comprehension for English-Immersion students in China. Canadian Association of Applied Linguistics (CAAL), University of Carleton, Ottawa, ON, Canada.
Li, M., Kirby, J. R., Cheng, L., Qiang, H., & Wade-Woolley, L. (2008, July). Predictors of reading comprehension in Chinese English-immersion students. Society for the Scientific Study of Reading (SSSR), Asheville, North Carolina, USA.
Cheng, L., Li, M., Kirby, J. R., Wade-Woolley, L, & Qiang, H. (2008, June). Second language immersion and students’ success in L1, L2 and mathematics. Canadian Association of Applied Linguistics (CAAL), University of British Columbia, Vancouver, BC.
Li, M., Kirby, J. R., Cheng, L., Qiang, H., & Wade-Woolley, L. (2008, June). Cognitive predictors of achievement in Chinese English immersion students. The Canadian Society for the Study of Education (CSSE), University of British Columbia, Vancouver, BC.
Li, M. (2007, April). Do Chinese students exhibit deep or surface learning in post secondary academic learning? Graduate Students in Education Symposium (GSES), Queen’s University, Kingston, ON.
Awards:
§ SSHRC Postdoctoral Fellowship, 2013-2015
§ Ontario Graduate Scholarship, 2012
§ Walter F. Light Graduate Fellowship, 2010
§ Queen’s Graduate Dean’s Travel Grant for Doctoral Field Research, 2010
§ Chinese Government Award for Outstanding Students Abroad, 2010
§ Queen’s Education Graduate Growing Funding, 2008-2012
§ Queen’s Graduate Award, Queen’s University, 2006-2012
Contact: