12/11/2014 Vita

Dr. Wenling Li

Professor

Director of the Ph.D Program

College of Education

Trident University International

5757 Plaza Drive

Cypress, CA 90630

Tel: 714-816-0366 Ext.2069

Fax: 714-226-9844

Email:

Education

1982–1986 B. S. in Psychology, cum laude, Department of Psychology, Beijing Normal University, China.

1986–1991 Ph. D. in Cognitive Psychology, Department of Psychology, Beijing Normal University, China

1992–1996 Post Doctoral Researcher. Department of Psychology, University of Illinois at Urbana-Champaign. Cross-cultural research on children’s cognitive development.

Employment

Assistant Professor 1991–1992. Department of Psychology, Beijing Normal University. Taught Introduction to Psychology for undergraduate students, Experimental Psychology for graduate students.

Research Scientist 1996–2003. Center for the Study of Reading, University of Illinois at Urbana-Champaign. Research on learning to read.

Senior Research Scientist 2003-2005. Center for the Study of Reading, University of Illinois at Urbana-Champaign. Research on learning to read.

Professor 2005-present. Professor and director of Ph.D. program at College of Education, Trident University International (TUI).

Research

My research interests include children's learning to read and write English and Chinese, second language learning, and the role of phonological and morphological awareness in learning to read in alphabetic and non-alphabetic languages. I am also very interested in exploring the factors that cause poor readers’ slow progress in reading and reading recovery. I have expertise in measurement and statistical analysis.

After I came to TUI University, my research interests move to the area of children’s reading and writing in K-12; Instructional approach in k-12 and school leadership and administration.

Teaching

The courses I am teaching at TUI are offered for master and doctor degree students and they are related to multicultural education, reading and writing instruction, English as a second language , preventing reading difficulty, children’s literacy development and assessment, educational leadership and administration, advanced statistics, and research methodology.

Publications

Books:

Li, W. (in press). Book Series: International Research on Children's Reading. Beijing Normal University Publishing.

Li, W. Shu, H. (2011). Excellent Preschool Education in twenty-First Century. Beijing Normal University Publishing.

Li, W., Zhang, H. C., Shu, H. (2008). Handbook of Advanced Statistics and Guidance in SPSS. Beijing Normal University Publishing.

Li, W., Gaffney, J. S., & Packard, L. J. (2002) Chinese Language Acquisition: Theoretical and Pedagogical Issues. Amsterdam: Kluwer Academic Publishers.

Articles and book chapters:

Egbert, J., Li, W. Gomez, F., Pennington, S.(2015). Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy. International Journal of Web-Based Learning and Teaching Technologies .

Kooiman, B. J., Kim, H., Li, W., & Wesolek M. (2013). Linking the educational principles of multiplayer gaming and play to common core strategies. International Journal of Technology in Teaching and Learning, 9(2), 189-204.

Kooiman, B., Wesolek, M., Kim, H., Li, W. (in press). Researching the Common Core State Standards: Opportunities, Challenges and the Way Forward. Teaching and Teacher Education.

Anderson, R. C., Ku, Y.-M., Li, W. Chen, Xi, Wu, X. C. and Shu, H. (2012). Learning to See the Patterns in Chinese Characters. Scientific Studies of Reading. 1-16.

Shu, H. Jin, X. Li, H. Li, W. & Tian, X. (2012). The Stability of Literacy-Related Cognitive Contributions to Chinese Character Naming and Reading Fluency. Journal of Psycholinguist Research.

Beachboard, M., Beachboard, J. & Li, W. (2011). Cohorts and Relatedness: Self-Determination Theory As an Explanation of How Learning Communities Affect Educational Outcomes. Research in Higher Education

Li, Y. Li, W. Chen, B., Anderson, R. C. (2011). The Role of Tone Awareness and Pinyin Knowledge in Chinese Reading. Writing Systems Research.

Wu, X., Anderson, R.C., Li, W., Shu, Hua, Jiang, W. Chen, X. Packard, J. and Gaffney, J. (2009). Morphological Awareness and Chinese Children’s Literacy Development: An Intervention Study, Scientific Studies of Reading. 13(1), 26-52.

Chen, X., Ku, Y-M., Koyama, E., Anderson, R. C., and Li, W (2008). Development of Phonological Awareness in Bilingual Chinese Children. Journal of Psycholinguistic Research.

Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J.S., Li, H.,& Anderson, R.C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing. 19.5, 457-487.

Anderson, R. C., & Li, W. (2005) A cross-language perspective on learning to read. In A. McKeough, J. L. Lupart, L. Phillips, and V. Timmons (Eds.) Understanding Literacy Development: A Global View, Hillsdale, NJ: Lawrence Erlbaum Associates. (pp. 65-91)

Chen, X., Anderson, R. C., Li, W., Hao, M., Wu, X., & Shu, H. (2004) Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology.

Anderson, R. C., Ku, Y.–M., Li, W., Chen, X., Wu, X., & Shu, H. (under review) Learning to see the patterns in Chinese characters.

Anderson, R. C., Li, W., Ku, Y.-M., Shu, H., & Wu, N., (2003) Use of partial information in learning to read Chinese characters. Journal of Educational Psychology. 95, 1, 52-57.

Wu, X., Li, H., Shu, H., Anderson, R. C., & Li, W. (2002). The role of pinyin in children’s shared book reading. Psychological Science, 25 (5), 548-551. (In Chinese)

Wu, X., Zhang, J., Shu, H., Anderson, R.C., & Li, W. (2002) The effect of pinyin in extracurricular reading. Pscyhological Development and Education, 18(2), 49-54.

Li, W., Anderson, R.C., Nagy, W. E., & Zhang, H. (2002) Facets of metalinguistic awareness that contribute to Chinese literacy. In W. Li, J. Gaffney, and J. Packard (Eds.), Chinese Language Acquisition: Theoretical and Pedagogical Issues. Amsterdam: Kluwer Academic Publishers.

Shu, H., Li, W., & Ku, Y. (2002) The role of home literacy environment in learning to read Chinese. In W. Li, J. Gaffney, and J. Packard (Eds.), Chinese Language Acquisition: Theoretical and Pedagogical Issues. Amsterdam: Kluwer Academic Publishers.

Nagy, W. E., Kuo-Kealoha, A., Wu, X., Li, W., Anderson, R.C., & Chen, X. (2002) The role of morphological awareness in learning to read Chinese. In W. Li, J. Gaffney, and J. Packard (Eds.), Chinese Language Acquisition: Theoretical and Pedagogical Issues. Amsterdam: Kluwer Academic Publishers.

Anderson, R. C., Gaffney, J. S., Wu, X., Wang, C.C, Li, W., Shu, H., Nagy, W.E., & Ming, X. (2002) Shared-Book reading in China. In W. Li, J. Gaffney, and J. Packard (Eds.), Chinese Language Acquisition: Theoretical and Pedagogical Issues. Amsterdam: Kluwer Academic Publishers.

Wu, X., Anderson, R. C., Li, W., Chen, X., & Meng, X., (2002). Morphological instruction and teacher training. In W. Li, J. Gaffney, and J. Packard (Eds.), Chinese Language Acquisition: Theoretical and Pedagogical Issues. Amsterdam: Kluwer Academic Publishers.

Wu, X., Li, W., & Anderson R. (1999) Reading Instruction in China. Journal of Curriculum Studies, Vol. 31, No. 5, 571-586

Li, W., & Zhang, H. (1993 ). The comparison of recognizing pictures, Chinese characters and English words. Acta Psychologica Sinica, 25, 24-30.

Li, W., & Zhang, H. (1993). Shi Bie Jia Gong Zhong de Ce lue Yin Su. [Strategy factors in recognition processing]. Psychological Science, 16(1). 1-7.

Shu, H., Zhang, H., Li, W., & Wang, A. (1992). A new technique for cognitive experiments: Chinese norms for a set of pictures and a computer program for experiments. Acta Psychologica Sinica, 24, 386-392.

Yu, B., & Li, W. (1991). Recall model and age differences influence the memory span of language units in memory. Psychological Science, 3, 1-5.

Yu, B., Feng, L., Cao. H., & Li, W. (1991). Comparative study of component perception between Chinese characters and artificial characters. Psychological Science, 5, 1-10.

Yu, B., Cao. H., Feng, L., & Li, W. (1990). Effect of morphological and phonetic whole perception of Chinese characters on the perception of components. Acta Psychologica Sinica, 22, 232-239.

Yu, B., Feng, L., Cao. H., & Li, W. (1990). Visual perception of Chinese characters: Effect of perceptual task and Chinese character attributes. Acta Psychologica Sinica, 22, 141-148.

Awards and Grants

1992. Excellent Young Psychologists Paper Award, Chinese Psychology Association, China

1988-89. Graduate School Dissertation Fellowship, Beijing Normal University.

8/1996-8/1999. The Spencer Foundation, Chicago

Title: Learning to Read Chinese: Effects of Metalinguistic Knowledge and Volume of Reading on the Acquisition of Literacy in a Non-Alphabetic Language

Goals: To explore factors that affect Chinese children’s progress in learning to read. In order to establish the causal relationships among variables associated with literacy in Chinese, two key factors-morphological awareness and volume of exposure to written language-will be experimentally manipulated through instructional intervention.

Role: Co-Investigator

4/19/99 – 4/23/99. Spencer Foundation, Chicago

Title: Conference on Learning to read Chinese

Goals: We need to have a symposium to get suggestions from the leading foreign and American scholars in this area. This opportunity can help us with discussing and analyzing results deeply and post a new and further research direction in this area.

Role: Co-PI

8/99-8/2001. The Spencer Foundation

Title: Facets of metalinguistic awareness that enable the acquisition of Chinese characters and words Goals: To examine the role of metalinguistic awareness in normal literacy development over the elementary school years; in individual differences in reading ability, paying special attention to diagnosing the problems of the poorest readers, ones who might be called reading disabled; and in the literacy acquisition of children who do not speak Mandarin as a home language.

Role: Co-Investigator

8/01 - 8/04. The Spencer Foundation

Title: Learning to Read Chinese: Cultivating Children's Strategic Reading

Goals and major finding: This three-year longitudinal, classroom-based investigation of learning to read Chinese was completed with a large sample of Chinese children. The intervention incorporated three features: systematic instruction in the structure of Chinese characters, Shared Book reading of interesting stories, and partner reading of stories. Factors that facilitate or inhibit the progress of poor readers during classroom instruction were examined. Major result was that systematic instruction in the structure of Chinese strong facilitates reading and writing.

Role: Co-Investigator.

Professional Activities

Wenling is the member of AERA (American Educational Research Association), NAEYC (National Association for the Education of Young Children), and ACTFL (American Council on the Teaching of Foreign Languages). Also presenting papers in the annual conference.

Reviewer for Reading Research Quarterly;

Reviewer for Scientific Study of Reading;

Reviewer for NSF funding for Psycholinguistic, Perception, action & Cognition Division;

Reviewer for Applied Psycholinguistics

2