薛錦著的《漢英雙語者的閱讀研究--影響因素困
難預測和教學干預(英文版)》所解決的核心問題包括
三部分內容：第一部分考查雙語者閱讀加工和習得的
影響因素。第二部分結合橫斷研究和追蹤研究，探索
漢語母語背景下英語學習者閱讀困難特點、表現形式
和困難的根源。第三部分是嘗試對漢語母語者的英語
閱讀困難者進行有效鋻別和預測。研究中使用解碼、
認知和元認知三個關鍵的閱讀加工過程對英語閱讀困
難進行預測。

導讀
一、研究內容及研究思路
(一)研究問題
(二)研究思路
二、本書的主要觀點
Part 1 Literature Review on Bilingual Reading
Chapter 1 A review: Bilingual development and literacy learning: East Asian and international perspectives
Chapter 2 An analysis on effects of language experience on bilingual neural representation
2.1 Introduction
2.2 Methods
2.3 Discussion
2.4 Conclusion
Chapter 3 A review and reflection on the study of bilingual reading difficulties
3.1 Identification of reading difficulties in mother tongue
3.2 Identification of bilingual reading difficulties
3.3 Manifestation and theoretical interpretation for bilingual reading difficulties
3.4 Research orientation of Chinese native English reading difficulties
Part 2 Influencing Factors for Chinese-English Bilingual Reading
Chapter 4 Implicit sublexical access to spelling forms of the first language: An ERP study on Chinese-English bilinguals
4.1 Introduction
4.2 Methods
4.3 Results
4.4 Discussion
Chapter 5 Meaning construction in English reading: the relationship between morphology and comprehension
5.1 Background
5.2 Research methods
5.3 Results and analysis
5.4 Conclusions and recommendations
Chapter 6 An ERP study on Chinese natives' second language syntactic grammaticalization
6.1 Introduction
6.2 Method
6.3 Results
6.4 Discussion
6.5 Conclusion
Chapter 7 The locus of bilinguals' syntactic grammaticalization: A process of transfer or competition?
7.1 Introduction
7.2 Method
7.3 Results
7.4 Discussion
7.5 Conclusion
Chapter 8 The role of age of acquisition on Chinese native learners' English word processing: An ERP Study
8.1 Introduction
8.2 Methods
8.3 Results
8.4 General discussion
8.5 Conclusion
Chapter 9 Chinese-English bilinguals processing temporal-spatial metaphor
9.1 Introduction
9.2 Experiment 1
9.3 Experiment 2
9.4 General discussion
9.5 Conclusions
Part 3 Characteristics, Presentation and Causes for ESL Reading Difficulty
Chapter 10 Trajectory of reading disability for Chinese speakers of English
10.1 Introduction
10.2 Research methods
10.3 Results and discussion
10.4 Conclusion
Chapter 11 Cognitive deficits underlying Chinese EFL reading comprehension difficulty
11.1 Introduction
11.2 Method
11.3 Results and discussion
11.4 Conclusion
Chapter 12 Study on the relationship between Chinese-English bilingual reading and working memory deficits
12.1 Introduction
12.2 Research methods
12.3 Results
12.4 Discussion
12.5 Conclusion
Chapter 13 A revisit on L1 automatic activation during L2 reading: An ERP study on Chinese-English bilinguais
13.1 Introduction
13.2 Methods
13.3 Results
13.4 Discussion
13.5 Conclusion
Chapter 14 An ERP Study on the semantic unification mechanism of Chinese native learners
of English during L2 English reading comprehension
14.1 Introduction
14.2 Methods
14.3 Results
14.4 Discussion
14.5 Conclusion
Part 4 Identification and Intervention for ESL Reading Difficulty
Chapter 15 The predictive sensitivity and specifity of L2 English reading comprehension
difficulty by code-breaking variables and language variables
15.1 Introduction
15.2 Research methods
15.3 Results
15.4 Conclusion
Chapter 16 Reading metacognitive intervention: A preliminary study on EFL learners
16.1 Introduction
16.2 Research methods
16.3 Data analysis and discussion
16.4 Discussion
16.5 Conclusions and implications
Chapter 17 The relationship between bilingual morphological awareness and reading for Chinese EFL adult learners
17.1 Introduction
17.2 Method
17.3 Results
17.4 General discussion
17.5 Conclusions and implications
Acknowledgements
References