HR job title
- Interim Associate Provost and Dean
- Contact Info
- 9798457979
- Websites
- ORCiD
- 0000-0003-0555-892X
Tong, Fuhui Professor
Positions
- Department Head, Educational Psychology, School of Education and Human Development
- Overview
- Publications
- Research
- Teaching
- Works By Students
- Background
- Contact
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Overview
Publications
selected publications
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academic article
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Vargas, M. D., Irby, B. J., Lara-Alecio, R., Tong, F., Jimenez, D., Gamez, Y., Choron, V., & Tang, S.
(2023).
A randomized controlled trial study: An analysis of virtual professional development and virtual mentoring and coaching for mainstream teachers serving emergent bilingual students. Teaching and Teacher Education.
124, 103995-103995.
-
Irby, B. J., Pashmforoosh, R., Lara-Alecio, R., Tong, F., Etchells, M. J., & Rodriguez, L.
(2023).
Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study. Mentoring and Tutoring: Partnership in Learning.
31(1), 6-38.
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Nafukho, F. M., Irby, B. J., Pashmforoosh, R., Lara-Alecio, R., Tong, F., Lockhart, M. E., ... Wang, Z.
(2022).
Training design in mediating the relationship of participants' motivation, work environment, and transfer of learning. European Journal of Training and Development.
47(10), 112-132.
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Abdelrahman, N., Irby, B. J., Lara-Alecio, R., Tong, F., & Elfarargy, H.
(2022).
Teachers of English learners: perceived motivators to becoming principals of high-needs schools. 60(6), 597-613.
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Tang, S., Tong, F., Lara-Alecio, R., & Irby, B. J.
(2022).
Bilingual teachers' application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study. 25(8), 2788-2804.
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Singer, E. A., Irby, B. J., Pugliese, E., Elfaragy, H., Lara-Alecio, R., & Tong, F.
(2022).
Perceived Effectiveness of Virtual Mentoring and Coaching on Teachers of ELLs Pedagogical Practices During COVID19. 9.
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Tong, F.
(2022).
Psychological and pedagogical effects on engagement and achievement: implications for literacy and maths learning. 42(8), 931-933.
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Irby, B. J., Pashmforoosh, R., Tong, F., Lara-Alecio, R., Etchells, M. J., Rodriguez, L., Prickett, C., & Zhao, Y.
(2022).
Virtual mentoring and coaching for school leaders participating in virtual professional learning communities. International Journal of Mentoring and Coaching in Education.
11(3), 274-292.
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Irby, B. J., Pashmforoosh, R., Druery, D. M., Lara-Alecio, R., Tong, F., Etchells, M. J., & Algert, N. T.
(2022).
Virtual professional development on conflict management for school leaders. Frontiers in Education.
7, 849278.
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Elfarargy, H., Irby, B. J., Singer, E. A., Lara-Alecio, R., Tong, F., & Pugliese, E.
(2022).
Teachers' Perceptions of Instructional Coaches' Practices in Professional Learning Communities. SAGE Open.
12(3), 21582440221116103-215824402211161.
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Abdelrahman, N., Irby, B. J., Lara-Alecio, R., & Tong, F.
(2022).
The Influence of University Principal Preparation Program Policies on the Program Internship. SAGE Open.
12(3), 21582440221117110-215824402211171.
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Irby, B. J., Pashmforoosh, R., Druery, D. M., Eljaouhari, N., Tong, F., & Lara-Alecio, R.
(2022).
An Analysis of Virtual Professional Development for School Leaders During COVID-19. International Journal of Virtual and Personal Learning Environments.
12(1), 1-19.
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Wang, Z., Tong, F., Guo, H., & Zhang, W.
(2022).
Exploring the relationship between Chinese college students English learning strategies and their self-efficacy beliefs: A path analysis approach. NABE Journal of Research and Practice.
12(2), 69-83.
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Shin, W., Tong, F., Chien, H., & Yoon, M.
(2021).
A Cross-Cultural Adaptation and Validation of a Second-Language (L2) Motivation Instrument in South Korea. Sustainability.
13(18), 10333-10333.
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Irby, B. J., Tong, F., Lara-Alecio, R., Tang, S., Guerrero, C., Wang, Z., & Zhen, F.
(2021).
Investigating the Impact of A Literacy-infused Science Intervention on Economically Challenged Students’ Science Achievement: A Case Study from A Rural District in Texas. Science Insights Education Frontiers.
9(1), 1123-1141.
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Li, J., Tong, F., Irby, B. J., Lara-Alecio, R., & Rivera, H.
(2021).
The effects of four instructional strategies on English learners' English reading comprehension: A meta-analysis. Language Teaching Research.
136216882199413-136216882199413.
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Guo, H., Tong, F., Wang, Z., Tang, S., Yoon, M., Ying, M., & Yu, X.
(2021).
Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China. Sustainability.
13(18), 10133-10133.
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Lara-Alecio, R., Tang, S., Sutton-Jones, K. L., Irby, B. J., Tong, F., Jimenez, D. D., & Villarreal, E. G.
(2021).
Teachers' Pedagogical and Content Knowledge After Participation in Virtual Professional Development. International Journal of Virtual and Personal Learning Environments.
11(1), 64-86.
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Tang, S., Irby, B. J., Tong, F., & Lara-Alecio, R.
(2021).
The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners' Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis. SAGE Open.
11(4), 21582440211060823-215824402110608.
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Tong, F., Zhang, H., Zhen, F., Irby, B. J., & Lara-Alecio, R.
(2021).
Supporting home literacy practices in promoting Chinese parents' engagement in their children's English education in low-SES families: An experimental study. International Journal of Educational Research.
109, 101816-101816.
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Irby, B. J., Tong, F., Lara-Alecio, R., Guerrero, C., Guo, W., Abdelrahman, N., & Serrano, J.
(2020).
Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners. Pedagogies: an international journal.
15(1), 18-39.
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Tong, F., Wang, Z., Min, Y., & Tang, S.
(2020).
A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand?. SAGE Open.
10(2), 2158244020926510-215824402092651.
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Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., & Guerrero, C.
(2020).
Inter-rater reliability data of classroom observation: Fidelity in large-scale randomized research in education. Data in Brief.
29, 105303-105303.
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Li, J., & Tong, F.
(2020).
The effect of cognitive vocabulary learning approaches on Chinese learners' compound word attainment, retention, and learning motivation. Language Teaching Research.
24(6), 834-854.
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Tang, S., Long, M., Tong, F., Wang, Z., Zhang, H., & Sutton-Jones, K. L.
(2020).
A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation. Behavioral Sciences.
10(6), 105-105.
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Tong, F., Guo, H., Wang, Z., Min, Y., Guo, W., & Yoon, M.
(2020).
Examining cross-cultural transferability of self-regulated learning model: an adaptation of the Motivated Strategies for Learning Questionnaire for Chinese adult learners. Educational Studies.
46(4), 422-439.
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Tang, S., Tong, F., Irby, B. J., Lara-Alecio, R., & Guerrero, C.
(2020).
Fidelity of implementation in a randomized controlled trial study: The effect of virtual professional development on bilingual teachers. Bilingual Research Journal.
43(1), 111-124.
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Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., & Guerrero, C.
(2020).
The determination of appropriate coefficient indices for inter-rater reliability: Using classroom observation instruments as fidelity measures in large-scale randomized research. International Journal of Educational Research.
99, 101514-101514.
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Lin, S., Luo, W., Tong, F., Irby, B. J., Alecio, R. L., Rodriguez, L., & Chapa, S.
(2020).
Data-based student learning objectives for teacher evaluation. Cogent Education.
7(1), 1713427.
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Li, J., & Tong, F.
(2019).
Multimedia-assisted self-learning materials: the benefits of E-flashcards for vocabulary learning in Chinese as a foreign language. Reading and Writing.
32(5), 1175-1195.
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Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., Guerrero, C., & Lopez, T.
(2019).
A process for establishing and maintaining inter-rater reliability for two observation instruments as a fidelity of implementation measure: A large-scale randomized controlled trial perspective. Studies in Educational Evaluation.
62, 18-29.
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Garza, T., Huerta, M., Tong, F., Lara-Alecio, R., & Irby, B. J.
(2019).
A survival analysis of a language-infused science inquiry intervention for English learners. The Journal of Educational Research.
112(3), 377-384.
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Lara-Alecio, R., Irby, B. J., Tong, F., Guerrero, C., Koch, J., & Sutton-Jones, K. L.
(2019).
Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students. Education Sciences.
8(1), 27-27.
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Tang, S., Tong, F., & Lu, X.
(2019).
Gifted and Talented Services for EFL Learners in China: A Step-by-Step Guide to Propensity Score Matching Analysis in R. Data.
4(3), 119-119.
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Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., Tang, S., & Sutton-Jones, K. L.
(2019).
The impact of professional learning on in-service teachers' pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S. Educational Studies.
45(5), 533-553.
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Kwok, O., Lai, M., Tong, F., Lara-Alecio, R., Irby, B., Yoon, M., & Yeh, Y.
(2018).
Analyzing Complex Longitudinal Data in Educational Research: A Demonstration With Project English Language and Literacy Acquisition (ELLA) Data Using xxM. Frontiers in Psychology.
9(JUN), 790.
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Guo, H., Tong, F., Wang, Z., Min, Y., & Tang, S.
(2018).
English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison. Sustainability.
10(11), 4230-4230.
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Garza, T., Huerta, M., Lara-Alecio, R., Irby, B. J., & Tong, F.
(2018).
Pedagogical differences during a science and language intervention for English language learners. The Journal of Educational Research.
111(4), 487-496.
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Garza, T., Huerta, M., Spies, T. G., Lara-Alecio, R., Irby, B. J., & Tong, F.
(2018).
Science Classroom Interactions and Academic Language Use with English Learners. International Journal of Science and Mathematics Education.
16(8), 1499-1519.
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Spies, T. G., Lara-Alecio, R., Tong, F., Irby, B. J., Garza, T., & Huerta, M.
(2018).
The effects of developing English language and literacy on Spanish reading comprehension. The Journal of Educational Research.
111(5), 517-529.
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Irby, B. J., Guerrero, C., Lara-Alecio, R., Sutton-Jones, K. L., Tong, F., & Abdelrahman, N.
(2018).
Implementation of Research-based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an experimental study. TESL-EJ: The Electronic Journal for English as a Second Language.
22(1),
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Barton, J., Irby, B. J., Tong, F., Torres, M., & Sandlin, J.
(2017).
Secondary student achievement, particularly in science, related to school size, student socio-economic status, per pupil expenditures, student mobility rate, and percentage of non-white students: A modified best-evidence synthesis. International Journal of Research Studies in Education.
7(3),
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Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F.
(2017).
From MOOCs to MOOPILs: Pushing the Boundaries of Virtual Professional Development and Learning for Teachers. International Journal of Information Communication Technologies and Human Development.
9(1), 34-47.
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Tong, F., Luo, W., Irby, B. J., Lara-Alecio, R., & Rivera, H.
(2017).
Investigating the impact of professional development on teachers' instructional time and English learners' language development: a multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism.
20(3), 292-313.
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Tong, F., Min, Y., Liu, Y., & Guo, H.
(2017).
Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study. 3(2), 135-146.
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Yang, P., Tong, F., Irby, B. J., Lara-Alecio, R., Ramos, N., & Nava-Walichowski, M.
(2016).
The Effect of Storytelling and Retelling and Higher Order Thinking on Oral Performance of Elementary Students in English as Foreign Language (EFL) Program: A Pilot Study in Mainland China and Taiwan. Asian Journal of Education and Training.
2(1), 23-33.
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Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y.
(2016).
Computer assisted English language learning in Costa Rican elementary schools: an experimental study. Computer Assisted Language Learning: an international journal.
29(1), 103-126.
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Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R.
(2016).
Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of Educational Research.
109(5), 503-517.
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Huerta, M., Irby, B. J., Lara-Alecio, R., & Tong, F.
(2016).
Relationship Between Language and Concept Science Notebook Scores of English Language Learners and/or Economically Disadvantaged Students. International Journal of Science and Mathematics Education.
14(2), S269-S285.
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Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., Fan, Y., & Huerta, M.
(2014).
A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation. International Journal of Science Education.
36(12), 2083-2109.
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Huerta, M., Lara-Alecio, R., Tong, F., & Irby, B. J.
(2014).
Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students. International Journal of Science Education.
36(11), 1849-1870.
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Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J.
(2014).
Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn. The Journal of Educational Research.
107(5), 410-426.
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Irby, B. J., Tong, F., Polnick, B., Lara-Alecio, R., & Fan, Y.
(2013).
Early identification of English language learners for gifted education programs using the Hispanic bilingual gifted screening instrument: Teacher differences in judgements of students by gender. 3(3), 89-99.
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Tong, F., & Shi, Q.
(2012).
Chinese-English bilingual education in China: a case study of college science majors. International Journal of Bilingual Education and Bilingualism.
15(2), 165-182.
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Cruz de Quiros, A. M., Lara-Alecio, R., Tong, F., & Irby, B. J.
(2012).
The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading.
35(1), 87-113.
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Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y.
(2012).
The effect of an instructional intervention on middle school english learners' science and english reading achievement. Journal of Research in Science Teaching.
49(8), 987-1011.
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Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, P. G.
(2011).
The Effects of an Instructional Intervention on Dual Language Development Among First-Grade Hispanic English-Learning Boys and Girls: A Two-Year Longitudinal Study. The Journal of Educational Research.
104(2), 87-99.
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Irby, B. J., Tong, F., & Lara-Alecio, R.
(2011).
The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education. Multicultural Perspectives.
13(3), 130-137.
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Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, P. G.
(2010).
Hispanic English Learners' Responses to Longitudinal English Instructional Intervention and the Effect of Gender: A Multilevel Analysis. The Elementary School Journal.
110(4), 542-566.
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Lara-Alecio, R., Tong, F., Irby, B. J., & Mathes, P.
(2009).
Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study. Bilingual Research Journal.
32(1), 77-100.
-
Tong, F., Lara-Alecio, R., Irby, B., Mathes, P., & Kwok, O.
(2008).
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs. American Educational Research Journal.
45(4), 1011-1044.
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Tong, F., Irby, B. J., Lara-Alecio, R., & Mathes, P. G.
(2008).
English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs A 3-Year Longitudinal Randomized Study. Hispanic Journal of Behavioral Sciences.
30(4), 500-529.
-
Vargas, M. D., Irby, B. J., Lara-Alecio, R., Tong, F., Jimenez, D., Gamez, Y., Choron, V., & Tang, S.
(2023).
A randomized controlled trial study: An analysis of virtual professional development and virtual mentoring and coaching for mainstream teachers serving emergent bilingual students. Teaching and Teacher Education.
124, 103995-103995.
-
chapter
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Abdelrahman, N., Irby, B. J., Farargy, H. E., LaraAlecio, R., & Tong, F.
(2020).
Who Mentors Me? A Case Study of Egyptian Undergraduate Students. The Wiley International Handbook of Mentoring.
(pp. 309-326).
Wiley.
-
Zhao, J., & Dixon, L. Q.
(2017).
Conclusion. English-Medium Instruction in Chinese Universities: Perspectives, Discourse and Evaluation.
(pp. 204-212).
-
Tong, F., & Tang, S.
(2017).
English-Medium Instruction in Chinese Universities. Zhao, J., & Dixon, L. Q. (Eds.),
English-Medium Instruction in Chinese Universities: Perspectives, Discourse and Evaluation.
(pp. 128-144).
Routledge.
-
Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, R., & Tong, F.
(2017).
New Horizons for Mentoring Research: Exploring the Present and Past to Frame the Future. The SAGE Handbook of Mentoring.
(pp. 119-138).
SAGE Publications.
-
Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F.
(2016).
Informal Individual Learning via Virtual Professional Development. Professional Development and Workplace Learning.
(pp. 23-35).
IGI Global.
-
Irby, B. J., Johnson, D., Abdelrahman, N., Gonzalez, E. M., Lara-Alecio, R., & Tong, F.
(2016).
A Website Analysis of Mentoring Programs for Latina Faculty at the 25 Top-Ranked National Universities. Global Co-Mentoring Networks in Higher Education.
(pp. 27-54).
Springer Nature.
-
Irby, B. J., Abdelrahman, N., Tang, S., Yang, P. L., Phuong, T., Tong, F., & Lara-Alecio, R.
(2016).
Science achievement among economically challenged students in the United States: A scoping analysis. Science Education towards Inclusion.
(pp. 91-115).
-
Irby, B. J., Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F.
(2015).
Informal Individual Learning via Virtual Professional Development. Handbook of Research on Innovative Technology Integration in Higher Education.
(pp. 343-355).
IGI Global.
-
Abdelrahman, N., Irby, B. J., Farargy, H. E., LaraAlecio, R., & Tong, F.
(2020).
Who Mentors Me? A Case Study of Egyptian Undergraduate Students. The Wiley International Handbook of Mentoring.
(pp. 309-326).
Wiley.
-
institutional repository document
-
Irby, B. J., Tong, F., Lara-Alecio, R., Tang, S., Guerrero, C., Wang, Z., & Zhen, F.
(2021).
Investigating the Impact of Literacy-infused Science Intervention on Economically Challenged Students Science Achievement: A Case Study from A Rural District in Texas
-
Tong, F.
(2014).
An Investigation of Research Paradigms in Two Studies on Proposition 227
-
Irby, B. J., Tong, F., Lara-Alecio, R., Tang, S., Guerrero, C., Wang, Z., & Zhen, F.
(2021).
Investigating the Impact of Literacy-infused Science Intervention on Economically Challenged Students Science Achievement: A Case Study from A Rural District in Texas
Research
co-principal investigator on
- Massive Open Online Professional Informal Individual (MOOPIL) For Bilingual And ESL Teachers, Paraprofessionals, Administrators, And Families awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2017 - 2022
- Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL- awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2017 - 2022
- Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2017 - 2021
- Eco-Resilience NPD Program: Synergistically Connecting Multiple Environments for the Success of English Learners awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2016 - 2021
- Empowering Teachers of English Language Learners (ETELL) awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2016 - 2021
- Accelerated Preparation of Leaders for Underserved Schools (A-PLUS): Building Instructional Capacity to Impact Diverse Learners awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2017 - 2020
- English Language and Literacy Acquisition Validation Study (ELLA-V) awarded by United States Department of Education - (Washington D.C., District of Columbia, United States) 2013 - 2018
Teaching
teaching activities
- BESL683 Field Practicum In Instructor
- BESL684 Profess Internship Instructor
- BESL685 Directed Studies Instructor
- BESL691 Research Instructor
- BIED610 Hisp Biling Assess/monit Instructor
- BIED632 Research In Second Lang Instructor
- BIED683 Field Practicum In Instructor
- BIED683 Field Practicum In Instructor
- BIED684 Profess Internship Instructor
- BIED685 Directed Studies Instructor
- BIED685 Directed Studies Instructor
- BIED689 Sptp: Crit Iss In Bied Sch Lea Instructor
- BIED691 Research Instructor
- EDAD690 Theory Edad Research Instructor
- EPSY631 Program Eval Instructor
- EPSY683 Field Practicum In Instructor
- EPSY685 Directed Studies Instructor
- EPSY691 Research Instructor
- EPSY691 Research Instructor
Works By Students
chaired theses and dissertations
-
Cho, Eunhee (2014-12). Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese.
-
Fan, Yinan (2014-08). Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach.
-
Guo, Wenhong (2020-11). Digital Games for Vocabulary Acquisition in Learning English as a Foreign/Second Language.
-
Huerta, Margarita (2013-05). The Impact of Science Notebook Writing on ELL and Low-SES Students' Science Language Development and Conceptual Understanding.
-
Li, Jui-Teng (2017-08). Teachers' Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs.
-
Min, Yue (2018-08). The Utilization of Leveled Question as Instructional Scaffolding on English Learners' Cognitive Academic Oral English Proficiency.
-
Min, Yue (2018-08). The Utilization of Leveled Question as Instructional Scaffolding on English Learners' Cognitive Academic Oral English Proficiency.
-
Palacios, Yadira Taboada (2015-12). Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.
-
Penn, Amber Bradshaw (2010-08). Phonemic Awareness and Its Impact on Emerging Spanish Literacy in Bilingual Classrooms.
-
Rea, Marla (2013-12). An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12.
-
Rojas-Vargas, Mayra Danielle (2021-07). Examining the Impact of Virtual Mentoring and Coaching on Teachers of English Learners' Professional Growth.
-
Shin, Weonjin (2019-11). Examining L2 Motivational Self-system and Its Relationship with L2 Achievement among Korean EFL Learners.
-
Spies, Tracy (2011-05). Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages.
-
Wang, Zhuoying (2020-09). The Investigation of Effective Intervention on Texas Border and Non-Border Kindergarten English Learners' English Oral Language Development.
Background
education and training
- Ph.D. in Educational Psychology, Texas A&M University - (College Station, Texas, United States) 2006
Contact
first name
- Fuhui
has last name
- Tong
mailing address
-
Texas A&M University
Educational Psychology
4225 TAMU
College Station, TX 77843-4225
USA
Other
In the News
- fuhuitong@exchange.tamu.edu