Poh Wee Koh
Assistant Professor, Teaching, Learning, and Culture
Office#: 222C Harrington Office Building
Mail Stop: 4232
Office Phone: Not provided
Vita: View Document
Short Bio
Poh Wee Koh earned her doctoral degree in Developmental Psychology and Education from the University of Toronto in 2016. Her research is focused on examining the cognitive, linguistic, and sociocultural constructs involved in the language and literacy development of majority and minority language learners.
Publications (peer-reviewed journals)
1. Koh, P.W, Chen, X., & Cummins, J., & Li, J. (2017). Literacy outcomes of a Chinese/English bilingual program in Ontario. Canadian Modern Language Review. https://doi.org/10.3138/cmlr.366
2. Koh, P.W., Shakory, S., Chen, X., Deacon, S.H. (2017). Morphology and Spelling in French: A Comparison of Children At-Risk Readers and Typically Developing Children. Dyslexia, 23(4), 406-427. doi: 10.1002/dys.1565
3. Luo, Y.C., Koh, P.W., Deacon, S.H., Chen, X. (2017). The role of metalinguistic skills in reading English and Chinese. Reading and Writing. doi: 10.1007/s11145-017-9778-5
4. Gottardo, A., Koh, P.W., Chen, X., & Jia, F. (2017). Models of English and Chinese word reading for adolescent Chinese-English bilinguals. Reading and Writing: An Interdisciplinary Journal, doi: 10.1007/s11145-017-9728-2
5. Chung, S., Koh, P.W., Deacon, H., Chen, X. (2017). Learning to read in English and French: Emergent readers in French immersion. Topics in Language Disorders, 37(2), 136-153.
6. Gottardo, A., Mirza, A., Koh, P.W., Ferreira, A., & Javier, C. (2017). Unpacking listening comprehension: The role of vocabulary, morphology and syntax in reading comprehension. Reading and Writing: An Interdisciplinary Journal. https://doi.org/10.1007/s11145-017-9736-2
7. Jia, F., Gottardo, A., Chen, X., Koh, P.W., & Pasquarella, A. (2016). English proficiency and acculturation among Chinese immigrant youth in Canada: A reciprocal relationship. Journal of Multilingual and Multicultural Development, 8, 774-782. https://doi.org/10.1080/01434632.2015.1133630
8. Schwartz, M., Koh, P. W., Chen, B. X., Sinke, M., & Geva, E. (2015). Through the lens of teachers in two bilingual programmes: a look at early bilingual education. Language, Culture and Curriculum, 29(2), 141-168. https://doi.org/10.1080/07908318.2015.1103250
9. Jia, F., Gottardo, A., Koh, P.W, Chen, X., & Pasquarella, A. (2014). The role of acculturation in reading in a second language: Its relation to English literacy skills in immigrant Chinese adolescents. Reading Research Quarterly, 49(2), 251-261. https://doi.org/10.1002/rrq.69
Book Chapters
1. Koh, P.W., Chen, X., Gottardo, A. (2018). How do phonological awareness, morphological awareness, and lexical-semantic knowledge relate to each other and reading outcomes across English and Chinese? In H. K. Pae & J. W. Schweiter (Eds.), Reading Processes of Asian Scripts and Cross-Linguistic Influence: Chinese, Japanese, and Korean (pp. 73 - 98). John Benjamins.
2. Lam, K., Chen, X., Koh P.W., & Gottardo, A. (2018). A Comparison of Phonological Awareness and Morphological Awareness in Reading Chinese across Two Linguistic Contexts. In E. Segers & P. van den Broek (Eds.), Developmental Perspectives in Written Language and Literacy. Amsterdam: John Benjamins.
3. Koh, P.W, Chen, X. & Gottardo. A. (2016). Reading in English and Chinese: The interplay of linguistic and sociocultural factors. In W. Li & H. Shu (Eds.), The World of Children's Reading I: The Psycholinguistics Studies on Early-reading. Beijing, China: Beijing Normal University Press.
Research Interests
Bilingualism and Biliteracy Development
Reading and writing development of English Language Learners
Reading Disabilities
Courses Taught
2018 - 2019
INST 362
Review Activities
Editorial Board Member (2018-present): Annals of Dyslexia
TLAC Faculty   |   TLAC Staff