Name: Miao Li
I am currently a SSHRC-funded postdoctoral fellow working with Dr. Esther Geva. I
did my master and PhD at Queen’s University. My research interests are cognitive
processes of ESL students’ reading development and reading disabilities.
Research:
PhD thesis: Understanding reading comprehension in Chinese English-immersion
students
Publications:
Book
Li, M., & Latorre, J. (2013). English education in China: Exploring new approaches and
methods. Niagara, NY: Untested Ideas Research Centre.
Book Chapter
Li, M., & Kirby, J. R. (2012). Breadth and depth of vocabulary knowledge in second
language reading. In J. S. Avery & M. H. Stewart (Eds.), Language Learning: New
Research (pp. 79-103). Hauppauge, NY: Nova Science Publishers Inc.
Articles
Li, M., & Kirby, J. R. (under review). Summary writing and reading comprehension in
ESL students. Discourse Processes.
Li, M., & Kirby, J. R. (under review). An examination of the simple view of reading model
in ESL students. Reading and Writing.
Zhang, H., Li, M., & Kirby, J. R., (under review). Strategies, approaches to learning, and
language proficiency as predictors of EFL reading comprehension. Language
Learning.
Li, M., & Kirby, J. R. (in press). The effects of vocabulary breadth and depth on English
reading. Applied Linguistics.
Li, M., & Kirby, J. R. (2014). Unexpected poor comprehenders among adolescent ESL
students. Scientific Studies of Reading, 18, 75-93.
DeLuca, C., Cheng, L., Fox, J., Doe, C., & Li, M. (2013). Putting testing researchers to the
test: An exploratory study on the TOEFL iBT. System, 41, 663-676.
Li, M., Kirby, J. R., Cheng, L., Wade-Woolley, L., & Qiang, H. (2012). Cognitive predictors of
English reading achievement in Chinese English-Immersion students. Reading
Psychology, 33, 423-447.
Li, M., Cheng, L., & Kirby, J. R. (2012). Phonological awareness as a predictor of listening
comprehension for English-Immersion students in China. International Education, 6,
41-63.
Li, M., Kirby, J. R., Zhao, W. (2012). English reading in Chinese English-immersion
students. International Journal of Education and Culture, 1, 45-54.
Cheng, L., & Li, M. (2012). Review of empirical studies in Chinese English-immersion
education. Journal of World Education, 12, 379-383.
Li, M., Kirby, J., & Georgiou, G. (2011). Rapid naming speed components and reading
comprehension in bilingual children. Journal of Research in Reading, 34, 6-22.
Li, M., Kirby, J., Zhao, W., & Liu, M. (2011). The role of vocabulary in English reading
comprehension of Chinese English-immersion junior middle school students.
Proceedings of the 4th Annual Conference of China-Canada-United States English
Immersion, China, 29-36.
Cheng, L., Li, M., Kirby, J. R., Qiang, H., & Wade-Woolley, L. (2010). English
language immersion and students’ academic achievement in English, Chinese
and mathematics. Evaluation & Research in Education, 23, 151–169.
Li, M. (2007). From the cooperative approach to view the fuzzy language used in the
translation of A Dream of Red Mansions. Heilongjiang Education, 2, 114-115.
Li, M. (2007). Pragmatic analyses of the implications in the fuzzy language in A Dream of
Red Mansions and its translations. Journal of Heilongjiang Education College, 26,
111-113.
Li, M. (2005). The fuzziness principles of language teaching and its applications in
second language learning. Sino-US English Teaching, 23, 35-38.
Li, M. (2005). The context approach to the fuzziness used in the translation of A Dream
of Red Mansions. China International Academic Journal, 50, 33-35.
Li, M. (2004). Contrast between English and Chinese cultural background in translation
course. Aeronautical Education, 9, 65-68.
Conference Presentations:
Li, M., & Kirby, J. R. (2013, July). Home literacy and English reading comprehension in
ESL students. Society for the Scientific Study of Reading (SSSR), Hong Kong, China.
Li, M. (July, 2013). The acquisition of vocabulary in second language reading. Invited talk
in the Department of English at Beijing International Studies University, China.
Li, M. (January, 2013). Reading in a second language: A cognitive perspective. Invited talk
in the Department of Languages, Literatures, and Linguistics at York University,
Canada.
Li, M. (January, 2012). Reading comprehension in a second language. Scholar Share series
of Education presentation at Queen’s University, Canada.
Li, M., & Kirby, J. R. (2012, July). A descriptive analysis of English immersion students'
summaries. Society for the Scientific Study of Reading (SSSR), Montreal, Quebec,
Canada.
Li, M., & Kirby, J. R. (2012, March). Roles of vocabulary breadth and depth in reading
comprehension of ESL learners. American Association of Applied Linguistics (AAAL),
Boston, Massachusetts, USA.
Li, M., Kirby, J. R., & Zhao, W. (2011, August). Breadth and depth of vocabulary in relation
to English reading comprehension in Chinese English-immersion students.
International Association of Applied Linguistics (AILA), Beijing, China.
Li, M., Kirby, J. R., & Zhao, W. (2011, July). The simple view of reading model in bilingual
children. Society for the Scientific Study of Reading (SSSR), St. Pete’s Beach, Florida,
USA.
Li, M. (2010, July). The role of Chinese phonological awareness in reading in Chinese
bilingual children. Research in Reading Chinese and Related Asian Languages
Conference, Toronto, ON, Canada.
Li, M., Zhang, H., & Kirby, J. R., (2010, April). Strategies, approaches to learning, and
language proficiency as predictors of EFL reading comprehension. American
Educational Research Association (AERA), Denver, Colorado, USA.
Li, M., Kirby, J. R., & Georgiou, G. (2009, June). RAN components and reading
comprehension across languages. Society for the Scientific Study of Reading (SSSR),
Boston, Massachusetts, USA.
Li, M., Kirby, J. R., Cheng, L., Wade-Woolley, L., & Qiang, H. (2009, June). The contribution
of phonological awareness and naming speed to Chinese-English biliteracy
acquisition. National Language Conference, Canadian Language & Literacy Research
Network, “Contextualizing Bilingualism and Biliteracy”, Dalhousie University, Halifax,
NS, Canada.
Li, M. (2009, May). The effects of gender on bilingual children’s reading comprehension.
Language and Reading Comprehension for Immigrant Children (LARCIC), Toronto,
ON, Canada.
Li, M. & Cheng, L. (2009, May). Phonological awareness as a predictor of listening
comprehension for English-Immersion students in China. Canadian Association of
Applied Linguistics (CAAL), University of Carleton, Ottawa, ON, Canada.
Li, M., Kirby, J. R., Cheng, L., Qiang, H., & Wade-Woolley, L. (2008, July). Predictors of
reading comprehension in Chinese English-immersion students. Society for the
Scientific Study of Reading (SSSR), Asheville, North Carolina, USA.
Cheng, L., Li, M., Kirby, J. R., Wade-Woolley, L, & Qiang, H. (2008, June). Second language
immersion and students’ success in L1, L2 and mathematics. Canadian Association of
Applied Linguistics (CAAL), University of British Columbia, Vancouver, BC.
Li, M., Kirby, J. R., Cheng, L., Qiang, H., & Wade-Woolley, L. (2008, June). Cognitive
predictors of achievement in Chinese English immersion students. The Canadian
Society for the Study of Education (CSSE), University of British Columbia, Vancouver,
BC.
Li, M. (2007, April). Do Chinese students exhibit deep or surface learning in post
secondary academic learning? Graduate Students in Education Symposium (GSES),
Queen’s University, Kingston, ON.
Awards:
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SSHRC Postdoctoral Fellowship, 2013-2015
Ontario Graduate Scholarship, 2012
Walter F. Light Graduate Fellowship, 2010
Queen’s Graduate Dean’s Travel Grant for Doctoral Field Research, 2010
Chinese Government Award for Outstanding Students Abroad, 2010
Queen’s Education Graduate Growing Funding, 2008-2012
Queen’s Graduate Award, Queen’s University, 2006-2012
Contact: miaomiao.li@utoronto.ca