Yang, P., Tong, F., Irby, B., Lara-Alecio, R., Ramos, N., & Walichowski, M. (2016, in press). The effect of storytelling and retelling on oral performance of elementary students in English as a foreign language (EFL) program: An exploratory study in Mainland China and Taiwan. Asian Journal of Education and Training.
Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (2016, in press). Measuring and comparing academic language development and conceptual understanding via science notebooks. Journal of Educational Research. doi: 10.1080/00220671.2014.992582 [2013 5-year impact factor: 1.282]
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), 269-285. doi: 10.1007/s10763-015-9640-7 [2014 impact factor: .575]
Liu, Y. & Tong, F. (2016). Non-native English speakers’ self-reported use of listening strategy. Academic Exchange Quarterly, 20(2), 101-106.
Irby, B. J., Lara-Alecio, R., Lunenburg, F. C., & Tong, F. (2015). Qualitative critique: A heuristic tool for doctoral students to use in improving their research skills. Journal of Education and Literature, 3(2), 147-158.
Tong, F., Lara-Alecio, R., & Irby, B. J. (2015). Teachers’ perception of virtual professional development in a randomized control trial. International Journals of New Technology and Research, 1(7), 58-61.
Ramos, N. A., Irby, B. J., Brown, G., Tong, F., & Lara-Alecio, R. (2015). The impact of teachers’ native language on English language learners’ reading achievement in English and Spanish. International Journal of Education, 3(1), 1-15.
Tong, F., Luo, W., Irby, B. J., & Lara-Alecio, R., & Rivera, H. (2015, online first). Investigating the impact of professional development on teachers’ instructional time allocation and English learners’ cognitive and academic language development: A multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2015.1051509 [2014 5-year impact factor: 1.253]
Corcoran, R. P., Ross, S. M., Irby, B. J., Tong, F., Lara-Alecio, R., & Guerrero, C. (2014). ELLA-V and technology usage in an English language and literacy acquisition validation randomized controlled trial study. World Journal of Educational Technology, 6(3), 291-307.
Tong., Irby, B. J., Lara-Alecio, R., Guerrero, C., Fan, Y., & Huerta, M. (2014). A randomized study of literacy integrated science intervention for low SES middle school students: Findings from first year implementation. International Journal of Science Education, 36(12), 2083-2109. Doi:10.1080/09500693.2014.883107.
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. doi: 10.1080/09500693.2013.879623.
Tong, F. (2014). An investigation of research paradigms in two studies on Proposition 227. International Journal of Humanities and Social Sciences, 6(1), 1-4.
Cho, E., & Tong, F. (2014). Morphology-based cross language transfer from Korean to literacy acquisition in English and Chinese. Asian Journal of Humanities and Social Sciences, 2(1), 21-36.
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y. (2014). Computer assisted English language learning in Costa Rican elementary schools: An experimental study. Computer Assisted Language Learning (CALL), 29(1), 103-126. doi: 10.1080/09588221.2014.903977. [2014 impact factor 1.00]
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research, 107(5), 410-426. doi: 10.1080/00220671.2013.833072.
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. He Kupu Journal, 3(3), 89-99.
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Taylor, A. B., Davis, M., Simmons, L., & Nava-Walichowski, M. (In press). Preschool teachers’ shared book reading practices with Spanish-speaking English language learners at risk of vocabulary delay. Bilingual Research Journal.
Padrón, Y. N., Waxman, H. C., & Brown, A. (In press). Differences between resilient and non-resilient English language learners on classroom behaviors, perceptions of learning environment in reading, and attitudes toward school. TABE Journal,13.
Contreras-Vanegas, A. L., Lara-Alecio, R., Tong, F., Irby, B. & Durodola, S. (2012). The inter-rater reliability of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). Forum of Applied Educational Research Journal, 25(3). Retrieved from here.
**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. doi: 10.1002/tea.21031.
Irby, B. J., Tong, F., Nichter, M., Lara-Alecio, R., Hassey, F., & Guerrero-Valecillos, C. (2011). Hispanic English learners’ self-esteem related to instructional program type, language of instruction, and gender. TABE Journal, 13(1), 26-48.
Irby, B. J., Tong, F., & Lara-Alecio, R. (2011). The symbiotic relationship between bilingual education and multicultural education. Multicultural Perspectives, 13(3), 130-137.
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers’content vocabulary. The Reading Teacher, 65(4), 259-269.
Quiros, A., Lara-Alecio, R., Tong, F., & Irby, B. J. (2011). The effect of a structured story reading intervention, story retell and higher order thinking for English language and literacy acquisition (STELLA). Journal of Research in Reading.
Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, G. P. (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. Journal of Educational Research, 104, 87-99.
Acosta, S., & Hsu, H. (2010). Priming the pump: A case study of pre-service bilingual education teachers’ Spanish writing. TABE Journal, 12(1), 76-107.
Irby, B. J., Tong, F., Lara-Alecio, R., Mathes, P., Acosta, S., & Guerrero-Valecillos, C. (2010). Quality of instruction, language of instruction, and Spanish-speaking English learners’ performance on a state high-stakes reading assessment. TABE Journal, 12(1), 1-42.
Padrón, Y. N., Waxman, H. C., Lee, Y-H., Lin, M. F, & Michko, G. M. (2010). Classroom observations of teaching and learning with technology in urban elementary school mathematics classrooms serving English language learners. International Journal of Instructional Media, 39(1).
Tong, F., Castillo, L., & Perez, A. (2010). A psychological profile of acculturation, ethnic identity and teaching efficacy among Latino in-service teachers of English learners. International Education Studies, 3(3), 41-51.
Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, G. P. (2010). Hispanic English learners’ response to a longitudinal English instructional intervention and the effect of gender: A multilevel analysis. The Elementary School Journal, 110(4), 542-566.
**If you would like a copy of this article, please contact Dr. Fuhui Tong.