Faculty ProfileEMPHASIS AREA: LLC. Early literacy; English learners; Bilingualism and bilingual education; Educational television and multimedia; Language acquisition
Yuuko Uchikoshi Tonkovich Professor
Early Literacy; English Learners; Bilingualism and Bilingual
Education; Educational Television and Multimedia; Language
Acquisition; Literacy development; Quantitative methods;
Sociolinguistics and psycholinguistics.
Ed.D., Human Development and Psychology, Harvard University,
Conger, D., Gibbs, C., Uchikoshi, Y., & Winsler A.
(2019). New benefits of public school pre-kindergarten programs:
Early school stability, reduced retention, and early exit from
ELL services. Early Childhood Research Quarterly,
48(3), 26-35. https://doi.org/10.1016/j.ecresq.2018.10.015
Uchikoshi, Y. & Marinova-Todd, S.H. (2019). 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
Chen, S., Uchikoshi, Y., & Zhou, Q. (2018). Heritage
Language Socialization in Chinese American Immigrant Families:
Prospective Links to Children’s Heritage Language Proficiency.
International Journal of Bilingual Education and
Williams, A.I., Uchikoshi, Y., Bunge, S.A., Zhou, Q.
(2018). Relations of English and heritage language
proficiency to response inhibition and attention shifting in dual
language learners in Head Start. Early Education and
Yang, L., Leung, R., Tong., R., Uchikoshi, Y.
(2018). Student attitudes and Cantonese proficiency in a
Cantonese dual-immersion school. Foreign Language
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.
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.
Uchikoshi, Y. (2014). Development of vocabulary in
Spanish-speaking and Cantonese-speaking English Language
Learners. Applied Psycholinguistics, 35 (1),
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
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),
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
Awards and Honors
Foundation of Child Development Young Scholars Program, Grant
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.
Itochu Foundation Fellowship. 1997-1998.
Harvard Graduate School of Education Entering Award. 1997.
Current Activities and Service
Associate Editor, Applied Psycholinguistics.
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
EDU122 Children, Learning, and Material Culture
EDU206B Inquiry into Classroom Practice: Intervention and
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
EDU065ABC Foundations for University Success: International
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
Foundation for Child Development, “The Cumulative Effect of
Primary School Experience on English Language Learners.”
Foundation for Child Development Young Scholars Program. “Early
Literacy Study of Immigrant Children.” 2005-2008.