Directory » L. QUENTIN DIXON
Ed.D., Human Development and Psychology, Harvard University (2004)
M.Ed., Human Development and Psychology, Harvard University (2000)
A.B., Anthropology, Bryn Mawr College (1992)
L. QUENTIN DIXON
Beginning Reading & Writing
Bilingualism and Biliteracy
Early Childhood Education
L. Quentin Dixon works in the areas of English as a Second Language and Reading in the Department of Teaching, Learning, and Culture in the College of Education and Human Development, Texas A & M University. She earned her Ed.D. in Human Development and Psychology, specializing in Language and Literacy, from Harvard University Graduate School of Education in 2004. Her dissertation employed multilevel modeling techniques to examine the English oral language and early literacy skills of bilingual kindergarten children in Singapore. Prior to her dissertation work, she taught English as a second language in public elementary schools near Seattle, WA. After completing her dissertation work, Dr. Dixon worked on large-scale educational program evaluations at Abt Associates for clients such as the US Department of Education and the National Science Foundation. For the national Reading First Impact Study, she took a lead role in designing an instrument for classroom observations and in training 170 field staff to use the instrument reliably to conduct observations of reading instruction in 250 schools located in 13 different states. Currently, Dr. Dixon is working on projects regarding English language learners' writing development, including an intervention for struggling writers using technology. Dr. Dixon's research interests focus on the language and literacy development of young bilingual children, and in using rigorous quantitative research methods to study educational questions. Dr. Dixon has published in leading journals such as Review of Educational Research, Journal of Research in Reading, Applied Psycholinguistics, and Journal of Applied Developmental Psychology.
EDCI353. EARLY CHILD THROUGH ADOL EDUC
EDCI602. CULTURAL FNDTNS OF EDUC
EDCI612. BIL/ESL CONTENT-AREA
EDCI614. ESL INTERNAT CULT SET
EDCI640. LG/LIT BIL/MUL YG LRNR
EDCI650. BIL/MUL CHILD FAM/CUL
EDCI653. ED POL LANG MNRTY CHILD
EDCI677. STRAT TCHNG CUL PL SOC
EDCI683. FIELD PRACTICUM
EDCI685. DIRECTED STUDIES
EDCI689. SPECIAL TOPICS IN
FORMER DOCTORAL STUDENTS
Jeong Hyun Park (Fall 2018)
Shuang Wu (Fall 2016)
Melike Unal (Fall 2014)
Jung-Hsuan Su (Spring 2012)
Jeeyoung Shin (Spring 2012)
Ruth Brazile (Summer 2010)
Hui-Kai Chuang (Spring 2010)
Graham, K. M.,* Choi, Y.,* Davoodi, A.,* Razmeh, S.,* & Dixon, L. Q. (2018). Language and content outcomes of CLIL and EMI: A systematic review. LACLIL, 11(1), 19-37. doi: 10.5294/laclil.2018.11.1.2
Piri, S., Pishghadam, R., Dixon, L. Q., and Eslami, Z. (2018). Predictors of L2 achievement: Testing a model based on EFL learners19 emotional, social and cultural capitals. Issues in Educational Research, 28, 737-755.
Unal Gezer, M.,** & Dixon, L. Q. (2017). The role of phonology, morphology and orthography in English spelling performances of Turkish students across grades 7 and 8. International Online Journal of Education and Teaching (IOJET), 4 (2), 137-160.
Zhao, J., Dixon, L. Q., Quiroz, B., & Chen, S. (2017). The relationship between vocabulary and word reading among Head Start Spanish-English bilingual children. Early Childhood Education Journal, 45, 27-34. doi: 10.1007/s106430-015-0764-8
Zhao, J., Joshi, R. M., Dixon, L. Q., & Chen, S. (2017). Contribution of Phonological, Morphological and Orthographic Awareness to English Word Spelling: A Comparison of EL1 and EFL Models. Contemporary Educational Psychology, 49, 185-194. doi.org/10.1016/j.cedpsych.2017.01.007 IF 2.877
Dixon, L. Q., Liew, J., Daraghmeh, A.,* & Smith, D. (2016). Pre-service teacher attitudes toward English language learners. NABE Journal of Research and Practice, 7(1).
Zhao, J., Joshi, R. M., Dixon, L. Q., & Huang, L. (2016). Chinese EFL teachers19 knowledge of basic language constructs and their self-perceived teaching abilities. Annals of Dyslexia, 66, 127-146. doi: 10.1007/s11881-015-0110-2
Zhao, J., Quiroz, B., Dixon, L. Q., & Joshi, M. (2016). Comparing bilingual to monolingual learners on English spelling: A meta-analytic review. Dyslexia, 22, 193-213. doi: 10.1002/dys.1530 If = 1.429
Dixon, L. Q., & Wu, S.* (2014). Home language and literacy practices among immigrant second-language learners. Language Teaching, 47, 414-449. doi: 10.1017/S0261444814000160 (Journal Impact Factor: 1.795, 5-year N/A, Thomson Reuters 2013 Journal Citation Reports).
Dixon, L. Q., & Wu, S.* (2014). Understanding language learning: Review of the application of the interaction model in foreign language contexts. Malaysian Journal of Learning and Instruction, 11, 23-40.
Chuang, H. --K*., Joshi, R.M., & Dixon, L. Q. (2012). Cross-Language Transfer of Reading Ability: Evidence from Taiwanese Ninth-Grade Adolescents. Journal of Literacy Research, 44, 97-119
Dixon, L. Q., Chuang, H.-K.,* & Quiroz, B. (2012). English phonological awareness in bilinguals: A cross-linguistic study of Tamil, Malay, and Chinese English-language learners. Journal of Research in Reading, 35, 372-392
Dixon, L. Q., Wu, S.,* & Daraghmeh, A.* (2012). Profiles in bilingualism: Factors influencing kindergartners language proficiency. Early Childhood Education Journal, 40, 25-34
Dixon, L. Q., Zhao, J.,* & Joshi, R. M. (2012). Dialectal influence on morphological awareness as revealed by spelling: Evidence from Singaporean kindergartners. System: An International Journal of Educational Technology and Applied Linguistics, 40, 214-225
Dixon, L. Q., Zhao, J., & Joshi, R. M. (2012). One Dress, Two Dress: Dialectal influence on morphological awareness as revealed by spelling: Evidence from Singaporean kindergartners. System: An International Journal of Educational Technology and Applied Linguistics, 40,214-225
Dixon, L. Q., Zhao, J.,* Quiroz, B., & Shin, J.-Y.* (2012). Home and community factors influencing bilingual children's ethnic language vocabulary development. International Journal of Bilingualism, 16, 541-565
Dixon, L. Q., Zhao, J.,* Shin, J.-Y.,* Wu, S.,* Su, J.-H.,* Burgess-Brigham, R.,* Gezer, M. U.,* & Snow, C. (2012). What we know about second language acquisition: A synthesis from four perspectives. Review of Educational Research, 82, 5-60
Dixon, L. Q. (2010). The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean kindergartners. International Journal of Bilingual Education and Bilingualism, 13, 723-738
Dixon, Q, Jing Zhao, Joshi, R. M. (2010) Influence of L1 orthography on spelling English words by bilingual children: A natural experiment comparing syllabic, phonological, and morphosyllabic first languages. Learning Disability Quarterly, 33, 211-221
Dixon, L. Q. (2009). Assumptions behind Singapore's language-in-education policy: Implications for language planning and second language acquisition. Language Policy 8 (2): 117-137.
Dixon, L. Q. (in press). The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore. Applied Psycholinguistics
Dixon, L.Q. (2005). The Bilingual Education Policy in Singapore: An Analysis of its Sociohistorical Roots and Current Academic Outcomes. International Journal of Bilingual Education and Bilingualism 8 (1): 25-47.
Dixon, L.Q. (1998). Connecting our Global Community: Motivating Sessions, TESOL Matters 8(4), August/September 1998.
Dixon, L. Q. (2015). How have different research perspectives viewed language development and language acquisition? In G. Valdes, K. Menken, & M. Castro (Eds.), Common Core, bilingual and English language learners: A resource for educators (pp. 41-42). Philadelphia, PA: Caslon Press.
Dixon, L. Q., & Zhao, J. (in press). Bilingual language development. In J. Berko Gleason & N. Bernstein Ratner (Eds.), The development of language (9th ed.). Boston, MA: Pearson.
Dixon, L. Q., Wu, S., Burgess-Brigham, R., Joshi, R. M., Binks-Cantrell, E., & Washburn, E. (2014). Teaching English reading: What is included in the textbooks of pre-service teachers? In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. (pp. 111-141). New York, NY: Palgrave Macmillan
Dixon, L. Q., Wu, S.,* Burgess-Brigham, R.,* Joshi, R. M., Binks-Cantrell, E., Washburn, E. (2013). Teaching English reading: Whats included in the textbooks of pre-service general education teachers? In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. New York, NY: Palgrave.
PESCA:Support for Writing for English Language Learners using Technology-Enhanced Instruction
Catapult Round 3 - Learning to Write in a Digital Age: Technology-Enhanced Intervention for Young At-Risk Writers (Funded amount $30,000)
Faculty Development Leave
Reconceptualizing the Effect of Bilingual Experience on Language and Literacy Development: A Cross-Linguistic Study with Native English-speaking Children Learning a Second Language ($30,000)
POWER Skills for Academic Success: A Professional Development Program for Preschool Teachers
The Language and Early Literacy Development of Chicano Children in Spanish and English
Building Language Together at School and at Home for Academic Success: A Classroom and Family Intervention for Spanish-speaking Preschoolers
Building Language and Pre-literacy Skills in the Classroom: A Professional Development Program for Preschool Teachers of Spanish speaking Children
Building Language Together for Spanish-speaking Head Start Families
Project SI: Spanish for Instructors
Fellow. Institute for Education Sciences (IES) Training Institute Fellow. (2007)
Fellow. Mexican American and U.S. Latino Research Center (MALRC) Fellows. (2006)
Fellow. Mexican American and U.S. Latino Research Center (MALRC) Fellows. (2007)
Editorial Board Member. Malaysian Journal of Education and Instruction (2011)