Faculty Profile EMPHASIS AREA: LLC. Early literacy; English learners; Bilingualism and bilingual education; Educational television and multimedia; Language acquisition

Yuuko Uchikoshi Tonkovich
Associate Professor, Chair of the Undergraduate Committee

 

Research Interests

Early Literacy; English Learners; Bilingualism and Bilingual Education; Educational Television and Multimedia; Language Acquisition; Literacy development; Quantitative methods; Sociolinguistics and psycholinguistics.

Education

  • Ed.D., Human Development and Psychology, Harvard University, Cambridge, MA.
  • M.S., Applied Linguistics, Georgetown University, Washington, DC.
  • B.A. English Literature, University of the Sacred Heart, Tokyo, Japan.

Select Publications

  • Lucero, A. & Uchikoshi, Y.  (in press).  Narrative Assessment with 1st Grade Spanish-English Emergent Bilinguals: Spontaneous versus Retell Conditions. Narrative Inquiry
  • Yang, L., Leung, R., Tong., R., Uchikoshi, Y. (2018). Student attitudes and Cantonese proficiency in a Cantonese dual-immersion school.  Foreign Language Annals. https://rdcu.be/4woX
  • Leung, G., Tong., R., Uchikoshi, Y. (2018).  “Learning Cantonese will help us”: Elementary school students’ perceptions of dual language education. Bilingual Research Journal.
  • Uchikoshi, Y. & Marinova-Todd, S.H.  (in press). The effect of dual language proficiency on literacy development in emergent bilinguals in the U.S. and Canada.  In Uccelli, P., Rowe, M., Lieven, E., & Gover, V. Learning through Language: Towards an Educationally Informed Theory of Language Learning.  Cambridge University Press
  • Uchikoshi, Y., Yang, L, & Liu, S. (2017).  Role of narrative skills on reading comprehension: Spanish-English and Cantonese-English Dual Language Learners.  Reading and Writing: An Interdisciplinary Journal.  http://rdcu.be/xZfh
  • Uchikoshi, Y., Yang, L., Lohr, B., & Leung, G. (2016). Role of oral proficiency on reading comprehension: Within-language and cross-language relationships. Literacy Research: Theory, Method, and Practice.
  • Kuo, L-J, Uchikoshi, Y., Kim, T-J., & Yang, X. (2016). The effect of bilingualism on phonological awareness: Re-examining theories of cross-language transfer and structural phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity. Contemporary Educational Psychology, 46, 1-9.
  • Chen, S.H., Zhou, Q., Uchikoshi, Y., Bunge, S. (2014). Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children’s self-regulation. Frontiers in Psychology, 5: 1069.  doi: 10.3389/fpsyg.2014.01069
  • Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L.E. (2014). The language and literacy development of young dual language learners: a critical review. Early Childhood Research Quarterly, 29, 715-733. doi: 10.1016/j.ecresq.2014.05.008
  • Uchikoshi, Y. (2014). Development of vocabulary in Spanish-speaking and Cantonese-speaking English Language Learners.  Applied Psycholinguistics, 35 (1), 119-153.
  • Sandhofer, C. & Uchikoshi, Y. (2013). Cognitive consequences of dual language learning: Cognitive function, language and literacy, science and mathematics, and socio-emotional development. In Governor’s State Advisory Council on Early Learning and Care. California’s Best Practices for Young Dual Language Learners: Research Overview Papers. Sacramento: CDE Press.
  • Uchikoshi, Y. (2013). Predictors of English reading comprehension: Cantonese-speaking English language learners in the U.S.  Reading and Writing: An Interdisciplinary Journal, 26(6), 913-939.
  • Leung, G. & Uchikoshi, Y. (2012). Relationships among language ideologies, family language policies, and children’s language achievement: A look at Cantonese-English bilinguals in the U.S.  Bilingual Research Journal.
  • Uchikoshi, Y. & Marinova-Todd, S. (2012). Vocabulary and early literacy skills of Cantonese-speaking English language learners in the U.S. and Canada. Reading and Writing: An Interdisciplinary Journal, 25(9), 2107-2129.
  • Hammer, C., Jia, G., & Uchikoshi, Y. (2011). Language and literacy development of bilingual preschoolers growing up in the United States: A call for research.  Child Development Perspectives, 5(1), 4-9.
  • Uchikoshi, Y. & Maniates, H. (2010). How does bilingual instruction enhance English achievement?: A mixed-methods study of Cantonese-speaking and Spanish-speaking bilingual classrooms. Bilingual Research Journal, 33(3), 1-22.
  • Marinova-Todd, S. & Uchikoshi, Y.  (2010).  The role of L1 on the oral language development in English: The case of Chinese and Spanish.  In A.Y. Durgunoglu  &  C.Goldenberg  (Eds.). Language and Literacy Development in Bilingual Settings.  NY: Guilford.
  • Reyes, I. & Uchikoshi, Y.  (2009).  Emergent literacy in immigrant children: Home and school environment interface.   In E. Grigorenko and R.Takanishi (Eds.).  Immigration, Diversity, and Education.  Routledge: Taylor and Francis Group.
  • Uchikoshi, Y. (2008).  Effects of television on language and literacy development. In A.G. Bus & S.B. Neuman (Eds.).  Multimedia and Literacy Development: Improving Achievement for Young Learners. Oxford: Taylor & Francis.
  • Uchikoshi, Y. (2006).  English vocabulary development in bilingual kindergartners: What are the best predictors? Bilingualism: Language and Cognition, 9(1), 33-49
  • Uchikoshi, Y. (2006).  Early reading development in bilingual kindergarteners:  Can educational  television help?  Scientific Studies of Reading, 10 (1), 89-120.
  • Uchikoshi, Y. (2005). Narrative development in bilingual kindergarteners: Can Arthur help?  Developmental Psychology, 41 (3), 464-78.  (This study met the What Works Clearinghouse (WWC) evidence standards, resulting in a WWC review)

Awards and Honors

  • Foundation of Child Development Young Scholars Program, Grant recipient.
  • International Reading Association Outstanding Dissertation of the Year Finalist. 2005.
  • International Reading Association Jeanne S. Chall Dissertation Fellowship. 2002.
  • Harvard Graduate School of Education Action for Children’s Television Fellowship. 2002.
  • Harvard Graduate School of Education Advanced Doctoral Grant. 2001.
  • Itochu Foundation Fellowship. 1997-1998.
  • Harvard Graduate School of Education Entering Award. 1997.

Current Activities and Service

  • Editorial Review Board Member, Language, Speech, and Hearing Services in Schools
  • Member, Bridging the Word Gap National Research Network. Work Group 5 (Interventions for Dual Language Learners) Member.
  • Member, Technical Advisory Group (TAG) for First 5 California Dual Language Learner Study
  • Member. Advisory Board. PBS Ready to Learn Literacy Project.

Courses Taught at UC Davis

  • EDU173/LIN173 Language Development
  • EDU100 Introduction to Schools
  • EDU206B Inquiry into Classroom Practice: Intervention and Data Collection
  • EDU206C Inquiry into Classroom Practice: Data Analysis, Interpretation, and Reporting
  • EDU206D Inquiry into Classroom Practice: Analysis
  • EDU242 Research on Text Comprehension
  • EDU245 Theory and Research in Early Literacy
  • FRS004-005 Television and the Developing Child

Funded Research

NIH/NICHD. “Bilingual and Socio-Emotional Development in Dual Language Learners” (R01HD091154). 2017-2022.

Yolo Community Foundation Buck Education Grant.  “Harnessing Parental Engagement to Reduce Summer Reading Loss among English Learners.” 2018.

NIH/NICHD. “Understanding Literacy Acquisition through Immersion in Foreign Languages” (R01HD078351). 2015-2020.

Language Learning. “Cantonese-English Dual Language Immersion study.” 2015-2016.

Foundation for Child Development, “The Cumulative Effect of Primary School Experience on English Language Learners.” 2008-2011.

Foundation for Child Development Young Scholars Program. “Early Literacy Study of Immigrant Children.”  2005-2008.

 
 
(530) 754-6271

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