Photo of Poh Wee Koh
Poh Wee Koh
Assistant Professor, Teaching, Learning, and Culture
Office#: 222C Harrington Office Building
Mail Stop: 4232
Office Phone: Not provided
E-mail:
Primary Emphasis Area: Reading Education
Vita: View Document
Google Scholar: Google Scholar Profile
Short Bio
Poh Wee Koh earned her doctoral degree in Developmental Psychology and Education from the University of Toronto in 2016. Prior to joining the Department of Teaching, Learning, and Culture at Texas A & M University in 2018, Dr. Koh was a post-doctoral research fellow at the Department of Psychology/Florida Center for Reading Research at Florida State University. Her research is focused on using quantitative research methods to examine the cognitive, linguistic, and sociocultural constructs involved in the language and literacy development of majority and minority learners. Currently, Dr. Koh is working on projects that examine the applicability of models of reading as well as measures of linguistic and sociocultural constructs across different orthographies. Dr. Koh has published in a number of peer-reviewed journals, including Dyslexia, Topics in Language Disorders, Reading and Writing, and Reading Research Quarterly.
Research Interests
Bilingualism and Biliteracy Development
Reading and writing development of English Language Learners
Reading Disabilities
Publications (peer-reviewed journals)
O'Connor, M., Geva, E., & Koh, P. W. (2018). Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens. Journal of Learning Disabilities. doi: 10.1177/0022219418815646.
Gottardo, A., Mirza, A., Koh, P.W., Ferreira, A., & Javier, C. (2018). Unpacking listening comprehension: The role of vocabulary, morphology and syntax in reading comprehension. Reading and Writing: An Interdisciplinary Journal, 31(8), 1741-1764. https://doi.org/10.1007/s11145-017-9736-2
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
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
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
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
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.
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
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
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.
Grants
2018 Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant (Canada) -Collaborator
CEHD Catapult Grant ($10,000) - Co-PI
Publications (journal articles, books, book chapters)*

1. *O Connor, M., Geva, E., & Koh, P. W. (2018). Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens. Journal of Learning Disabilities. doi: 10.1177/0022219418815646. (IF: 2.341, Ranking: 3/40 in education, 6/69 in rehabilitation)

2. Gottardo, A., *Mirza, A., Koh, P.W., Ferreira, A., & *Javier, C. (2018). Unpacking listening comprehension: The role of vocabulary, morphology and syntax in reading comprehension. Reading and Writing: An Interdisciplinary Journal, 31(8), 1741-1764. https://doi.org/10.1007/s11145-017-9736-2. (IF: 1837) *

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

Courses Taught
2019 - 2020
RDNG 468
2018 - 2019
INST 362, RDNG 634
Committee Work
TLAC Undergraduate Committee member (2018-present)
Review Activities
Editorial Board Member (2018-present): Annals of Dyslexia
TLAC Faculty   |   TLAC Staff