Keiko Koda

	Rank:		Professor of Japanese and Second Language Acquisition
	Ph.D.		University of Illinois, Urbana-Champaign
	Department Member Since: 1995

Personal Statement
My research interests center on the development of second language reading competence. Although second language reading is unique in that many of its operations involve two languages, much of the existing research relies on monolingual reading models, delineating literacy learning and processing in a single language. The primary emphasis of my work has been clarifying the unique nature of second language reading as a consequence of the dual-language involvement. To date, much of my effort has been devoted to explorations of cross-linguistic interactions, including the specific ways reading skills transfer from one language to another; the facilitative impacts of linguistic similarities between the languages; cross-linguistic variations in second language processing; and linguistic and metalinguistic requisites for learning to read in typologically diverse languages. In collaboration with researchers at Learning Research and Development Center at the University of Pittsburgh, I am currently involved in a series of studies exploring the conjoint impacts of first language literacy and second language print exposure on the formation of reading sub-skills in typologically diverse second languages (Chinese, English, Korean, and Japanese).

Recent Work

• Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. NY: Cambridge University Press.
• Koda, K. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness and second-language reading development. In V. Cook & B. Bassetti (Eds.), Writing systems and second language learning (pp. 311-334) . UK: Multilingual Matters.
• Wang, M., & Koda, K. (2005). Commonalities and differences in word identification skills among English second language learners. Language Learning, 55, 73-100.
• Wang, M., Koda, K., & Perfetti, C. A. (2003). Alphabetic and non-alphabetic L1 effects in English semantic processing: A comparison of Korean and Chinese English L2 learners. Cognition.
• Koda, K. (2002). Writing systems and learning to read in a second language. In W. Li, J. S. Gaffiney, & J. L. Packard (Eds.), Chinese children's reading acquisition: Theoretical and pedagogical issues (pp. 225-248). Boston: Kluwer Academic.
• Koda, K. (in press). Insights into second language reading: A cross-linguistic approach. Beijing: Beijing World Publishing. (reprint edition)
• Koda, K. (in press). Phonology and literacy. In M. C. Pennington (Ed.), Palgrave guide to phonology. UK: Macmillan.
• Koda, K. (in press). Development of Lexical competence among second language readers. In M. Nakayama, R. Mazuka, & Y. Shirai, (Eds.), Handbook of Japanese Psycholinguistics. New York: Cambridge University Press.
• Koda, K., & Zheler, A. M., (Eds.). (in progress). Learning to read across languages. Mahwah, NJ: Lawrence Erlbaum Associates (publication scheduled for 2007).
• Koda, K. (Ed.). (in progress). Reading and language learning. Malden, MA: Blackwell Publishing (publication scheduled for 2007).
• Koda, K. (in progress). Insights into second language reading: A cross-linguistic approach. Tokyo: Hokuseido. (Japanese language edition).

For More Information
Keiko Koda
Department of Modern Languages
Carnegie Mellon University
Baker Hall 166
Pittsburgh, PA 15213
Office: BH 371
Phone: (412) 268-8942
Fax: (412) 268-1328