Dr. Jennifer Kong

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Recent Creative, Scholarly Work and Publications

Swanson, H. L., Kong, J. E., & Petcu, S. (2022). Cognitive and academic growth among emerging bilingual children at risk and not at risk for math difficulties. Journal of Experimental Child Psychology. 219(2022). https://doi.org/10.1016/j.jecp.2022.105389

Swanson, H. L., Kong, J. E., Li, J., & Petcu, S. (2022). The relationship between early classroom activities and English language learners’ later math problem solving performance: An exploratory study. Learning Disability Research and Practice. https://doi.org/10.1111/ldrp.12280.

Swanson, H. L., Kong, J. E., & Petcu, S. (2022). Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis. Journal of Educational Psychology. https://doi.org/10.1037/edu0000771.

Kong, J. E., Arizmendi, G. D., & Doabler, C. T. (2022). Implementing the science of mathematics in a culturally-sustainable framework for students with and at risk for mathematics learning disabilities. Teaching Exceptional Children (Special Issue). https://doi.org/10.1177/00400599221127385.

Kong, J. E., & Sugita, T. (2022). Word problem solving interventions for students with mathematical disability. EBSCO Pathways to Research in Education. EDU015, 1-12.

Kong, J. E., Yan, C., Serceki, A.*, & Swanson, H. L. (2021, March). Word problem solving interventions for elementary students with learning disabilities: A meta-analysis. Learning Disability Quarterly. https://doi.org/10.1177/0731948721994843

Swanson, H. L., Kong, J. E., Petcu, S., & Ascencio-Pimentel, M. F. (2020, January). Can difficulties in language acquisition and specific learning disabilities be separated among English learners? 86(3), 293-309. Exceptional Children. https://doi.org/10.1177/0014402919893931

Swanson, H. L., Kong, J. E., & Petcu, S. (2020, May). Math problem-solving and cognition among emerging bilingual children at risk and not at risk for math difficulties. Child Neuropsychology, 26, 489-517. https://doi.org/10.1080/09297049.2019.1674268

Kong, J. E., & Swanson, H. L. (2020). Math problem solving and working memory growth in English Language Learners with Math Disabilities: Technical report of classroom observations and teacher surveys of Spanish-speaking English learner students for Years 1-3 (2017-2020)

Kong, J. E. & Swanson, H. L. (2019). The effects of a paraphrasing intervention on word problem solving accuracy of English learners at risk for mathematic disabilities. Learning Disability Quarterly, 42(2), 92-104. https://doi.org/10.1177/0731948718806659

Swanson, H. L., Kong, J. E., Moran, A., & Orosco, M. J. (2019). Paraphrasing interventions and problem-solving accuracy: Do generative procedures help English language learners with math difficulties? Learning Disabilities Research & Practice, 34 (2), 68-84. https://doi.org/10.1111/ldrp/12194

Swanson, H. L., Kong, J. E., & Petcu, S.(2019). Math problem-solving and cognition among emerging bilingual children at risk and not at risk for math difficulties. Child Neuropsychology, 26, 489-517. https://doi.org/10.1080/09297049.2019.1674268

Swanson, H. L., Kong, J. E., & Petcu, S. (2019). Growth in math computation in monolingual and English language learners: Does the executive system have a role? Developmental Neuropyschology, 44, 566-593. https://doi.org/10.1080/87565641.2019.1688328

Swanson, H. L., Kong, J. E., & Petcu, S. (2019). Individual differences in math problem solving and executive processing among emerging bilingual children. Journal of Experimental Child Psychology, 187 (2019), 1-25. https://doi.org/10.1016/j.jecp.2019.06.006

Swanson, H. L., Kong, J. E., & Petcu, S. (2018) Math difficulties and working memory growth in English Language Learner children: Does bilingual proficiency play a significant role? Language, Speech, and Hearing Services in Schools, 49, 379-394. https://doi.org/10.1044/2018_LSHSS-17-0098