Dr. Sun, a former Language & Literacy Fellow, finished her Ph.D. in 2019. Her work focused on the construct of reading and its development in the early years, especially among children with reading disabilities. Specifically, is reading a unitary ability such that the development of different reading-related skills can be described by a growth model fit to a common factor? Or, is reading a multi-component system such that the reading-related skills grow in different patterns?
Awards, honors:
- Language & Literacy Fellow, 2014 – 2018
- 2017 Percival Rogers Statistics Award
Representative work:
Sun, C., Branum-Martin, L., Peng, P., & Tao, S. (2018) “Phonology, orthography, and decoding skills within and across English and Chinese.” Scientific Studies of Reading 22(5), 401-419. doi: 10.1080/10888438.2018.1466302.
Washington, J.A., Branum-Martin, L., Lee-James, R., & Sun, C. (2019) “Reading and Language Performance of Low-Income, African American Boys in Grades 1 to 5.” Reading & Writing Quarterly, 1-23. doi:10.1080/10573569.2018.1535777.
Branum-Martin, L., Rhodes, K.T., Sun, C., Washington, J.A., & Webb, M.Y. (2019) “Developing a longitudinal scale for language: linking across developmentally different versions of the same test.” Journal of Speech, Language, and Hearing Research 62(6) 1859-1874. doi: 10.1044/2019_JSLHR-L-18-0362.
Washington, J.A., Branum-Martin, L., Sun, C., & Lee-James, R. (2018) “The impact of dialect density on the growth of language and reading in African American children.” Language, Speech, and Hearing Services in the Schools 49(2), 232-247. doi:10.1044/2018_LSHSS-17-0063. (winner of the 2019 LSHSS Editor’s Award)
Sun, C.Y., & Branum-Martin, L. (2018, July) “Let me count the ways: Structural relations among decoding, reading comprehension, and language comprehension.” Poster presented at the 25th annual meeting of the Society for the Scientific Study of Reading, Brighton, UK.