(2021) “Comprehension Monitoring during Reading: An Eye-tracking Study with Children Learning English as an Additional Language (vol 25, pg 1, 2020)”, SCIENTIFIC STUDIES OF READING. 25(2) I-II.
(2021) “Measuring knowledge of multiple word meanings in children with English as a first and an additional language, and the relationship to reading comprehension”, Journal of Child Language. 1-33.
(2017) “The influence of prosodic input in the second language classroom: does it stimulate child acquisition of word order and function words?”, LANGUAGE LEARNING JOURNAL. 45(1) 81-99.
(2017) “Direct teaching of vocabulary after listening: is it worth the effort and what method is best?”, LANGUAGE LEARNING JOURNAL. 45(3) 282-300.
(2016) “Cross linguistic influence in adult L2/L3 learners: The case of French on English morphosyntax”, Global Science and Technology Forum: Journal of Education.
(2015) “The influence of learning a second language in primary school on developing first language literacy skills”, APPLIED PSYCHOLINGUISTICS. 36(5) 1133-1153.
(2015) “Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language”, READING AND WRITING. 28(3) 347-369.
(2014) “Elicited imitation in search of the influence of linguistic rhythm on child L2 acquisition”, SYSTEM. 42 207-219.
(2014) “The influence of learning a second language in primary school on developing first language literacy skills”, Applied Psycholinguistics. 36(5) 1133-1153.
(2013) “Modality, vocabulary size and question type as mediators of listening comprehension”, Contemporary Foreign Language Studies: Perspectives on Second Language Learning, Teaching and Testing/Assessment. 396(12) 16-31.
(2013) “On the nature of morphological awareness in Japanese-English bilingual children: A cross-linguistic perspective”, BILINGUALISM-LANGUAGE AND COGNITION. 16(1) 49-67.
(2012) “Applying Priming Methods to L2 Learning, Teaching and Research: Insights from Psycholinguistics”, CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES. 68(2) 241-242.
(2011) “A comparative study of listening comprehension measures in english as an additional language and native english-speaking primary school children”, Evaluation and Research in Education. 24(1) 17-40.
(2011) “How English L2 learners in China perceive and interpret novel English compounds”, Asian EFL Journal. 13(1) 328-356.
(2011) “An investigation of morphological awareness in Japanese learners of English”, Language Learning Journal. 39(1) 105-120.
(2011) “Effect of Frequency and Idiomaticity on Second Language Reading Comprehension”, TESOL QUARTERLY. 45(2) 267-290.
(2010) “Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong”, LANGUAGE AND EDUCATION. 24(3) 215-238.
(2010) “Processing English Compounds in the First and Second Language: The Influence of the Middle Morpheme”, LANGUAGE LEARNING. 60(1) 194-220.
(2009) “Rats do learn XYX rules”, ANIMAL BEHAVIOUR. 78(4) E3-E4.
(2009) “Complex Systems and Applied Linguistics”, SYSTEM. 37(2) 343-344.
(2009) “Covariation, temporal order and generalization: Building blocks of causal cognition”, International Journal of Comparative Cognition. 22 61-74.
(2008) “Morphosyntax in children with word finding difficulties.”, Journal of child language. 35(3) 703-720.
(2008) “Rule learning by rats.”, Science (New York, N.Y.). 319(5871) 1849-1851.
(2006) “When answer-phone makes a difference in children's acquisition of English compounds.”, Journal of child language. 33(3) 677-691.
(2005) “Modality effects in compounding with English inflectional morphology.”, British journal of psychology (London, England : 1953). 96(Pt 3) 295-311.
(2004) “Dissociable systems in second language inflectional morphology”, STUDIES IN SECOND LANGUAGE ACQUISITION. 26(3) 433-459.
(2004) “Serial order of conditional stimuli as a discriminative cue for Pavlovian conditioning.”, Behavioural processes. 67(2) 303-311.
(2000) “Compounding and the Representation of L2 Inflectional Morphology”, Language Learning. 50(1) 153-197.
(1997) “Modality effects in a grammaticality judgment task”, Second Language Research.
“Domain-general and domain-specific influences on emerging numerical cognition: contrasting uni-and bidirectional prediction models”, Cognition.
“The impact of mobile application features on children’s language and literacy learning: a systematic review”, Computer Assisted Language Learning: an international journal.
“The ethics of using digital trace data in education: a thematic review of the research landscape”, Review of Educational Research.
“Children's knowledge of multiple word meanings: Which factors count and for whom?”, Applied Linguistics.
“Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language”, Studies in Second Language Learning and Teaching.
“Comprehension monitoring during reading: an eye-tracking study with children learning English as an additional language”, Scientific Studies of Reading.
“Let's talk about maths: The role of observed 'maths-talk' and maths provision in pre-schoolers' numeracy”, Mind, Brain, and Education.
“Effective intervention to support oral language skills in English as an additional language in the early years”, TEANGA: The Journal of the Irish Association of Applied Linguistics.
“Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension”, Journal of Child Language.
“Commentary: Socio-economic status, young language learning, and the weapon to change the world”, System.
“From pitch to purpose: The prosodic-pragmatic mapping of [I + verb] belief constructions in English and Mandarin”, Journal of Pragmatics.
“Children's divergent thinking and bilingualism”, Thinking Skills and Creativity.