Referred Journal Publications and Book Chapters:
 Zhang, H., Koda, K., & Yin, S. (to be submitted). Morphological and cognate awareness in L2 Japanese reading acquisition among Chinese-speaking learners. To be submitted to Applied Linguistics.
 Zhang, H., Zhou, G., & Quan, J. (to be submitted). A corpus-based analysis of high-school EFL vocabulary lists in Shanghai, China. Journal of Quantitative Linguistics.
 Zhang, H. (to be submitted). Depth of word knowledge in math problem solving among Chinese 5th and 6th graders. Learning and Individual Differences.
 Zhang, H. (to be submitted). Development of Chinese morphological awareness and reading skills among early adolescent students. Reading Research Quarterly.
 Zhang, H. (to be submitted). Morphological awareness in L2 Chinese inferencing and comprehension skills: Testing mediated and unmediated effects through vocabulary knowledge. Reading and Writing.
 Zhang, H. (to be submitted). The longitudinal and reciprocal relationship between word knowledge and reading comprehension in L2 Chinese learners. In F. Xiao (Ed.), Second language Chinese development: A longitudinal perspective. (pp. XX-XX). Maryland: Lexington Books.
 Zhang, H. (under review). Multicultural awareness and its relationship with L2 development among collegiate English language learners in China. Journal of Multilingual and Multicultural Development.
 Zhang, H., & Koda, K. (under review). Oral language capacity and reading development in Chinese heritage students. International Journal of Bilingual Education and Bilingualism.
 Koda, K., Zhang, H., & Ke, S. (under review). Integrated Communication (IC) skills approach to FL classroom assessments: Chinese as a foreign language. Language Assessment Quarterly.
 Zhang, H., & Koda, K. (under review). Cross-linguistic transfer of morphological awareness in Chinese heritage language learners. International Journal of Bilingualism.
 Zhang, H. (under review). Morphological awareness in higher-order literacy skills among collegiate EFL learners. Journal of Research in Reading.
 Zhang, H. (under review). Teacher perceptions of language and social abilities in Chinese children's reading development. Early Childhood Education Journal.
 Zhang, H. (under review). Morphological knowledge in EFL reading development among Chinese college students: Examining mediating factors. International Review of Applied Linguistics in Language Teaching.
 Zhang, H., & Zou, W. (under review). Morphological awareness instruction in L2 vocabulary and reading development among collegiate students. Language Awareness.
 Zhang, H. (revised and resubmitted). L1 orthography in L2 Chinese morphological awareness: An investigation of alphabetic and abugida readers. Journal of Psycholinguistic Research.
 Zhang, H. (revised and resubmitted). Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: A cross-lagged panel analysis. Reading & Writing Quarterly.
 Zhang, H. (under revision). Understanding learners' vocabulary profiles in L2 Chinese study-abroad classrooms: An investigation of assessment characteristics and learner characteristics. In S. Li & F. Yuan (Eds.), Classroom-based research on Chinese as a second language. (pp. XX-XX). London: Routledge.
 Zhang, H. & Koda, K. (forthcoming). Enhancing lexical sophistication through IC skills training in low-intermediate Chinese as a foreign language in the U.S. In K. Koda & J. Yamashita (Eds.), Reading to learn in a second language: An integrated approach to FL instruction and assessment. (pp. XX-XX). London: Routledge.
 Zhang, H., & Koda, K. (2018). Heterogeneity of early language experiences and word-knowledge development in Chinese as a heritage language learners. In X. Wen & X. Jiang (Eds.), Studies on learning and teaching Chinese as a second language. (pp. XX-XX). London: Routledge.
 Zhang, H., & Koda, K. (2018). Word-knowledge development in Chinese as a heritage language (CHL) learners: A comparative study. Studies in Second Language Acquisition. 40(1), 201-223. doi:10.1017/S0272263116000450
 Zhang, H., & Koda, K. (2018). Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading comprehension ability. Reading and Writing, 31(1), 53-74. doi:10.1007/s11145-017-9773-x
 Ma, D., Yao, T., & Zhang, H., (2017). The effect of third language learning on language aptitude among English-major students in China. Journal of Multilingual and Multicultural Development. 1-12. doi:10.1080/01434632.2017.1410162
 Zhang, H., & Xuan, W. (2017). Word knowledge in academic literacy skills among collegiate ESL learners. Applied Linguistics Review. 1-18. doi:10.1515/applirev-2017-0057
 Li, Q., Zhang, H., & Taguchi, N. (2017). The use of mitigation devices in heritage learners of Chinese. Heritage Language Journal, 14(2), 150-170.
 Ma, D., Yu, X., & Zhang, H. (2017). Word-level and sentence-level automaticity in English as a foreign language (EFL) learners: A comparative study. Journal of Psycholinguistic Research, 46(6), 1471-1483. doi:10.1007/s10936-017-9509-8
 Taguchi, N., Zhang, H., & Li, Q. (2017). Pragmatic competence of heritage language learners of Chinese and its relationship to social contact. Chinese as a Second Language Research, 6(1), 7-37. doi:10.1515/caslar-2017-0002
 Zhang, H., & Zhuang, B. (2017). Multi-faceted morphological awareness and vocabulary knowledge in English as a second language learners: A multivariate analysis. Chinese Journal of Applied Linguistics, 40(1), 42-55. doi:10.1515/cjal-2017-0003
 Zhang, H. (2017). Development of morphological awareness in young Chinese readers: Comparing poor comprehenders and good comprehenders. Reading & Writing Quarterly, 33(2), 187-197. doi:10.1080/10573569.2016.1145562
 Zhang, H. (2016). Early language input and later literacy development in Chinese as a heritage language (CHL) learners. International Journal of Applied Linguistics, 26(3), 437-448. doi:10.1111/ijal.12146
 Zhang, H. S. (2016). Does morphology play an important role in L2 Chinese vocabulary acquisition? Foreign Language Annals, 49(2), 384-402. doi:10.1111/flan.12193
 Zhang, H. (2016). Concurrent and longitudinal effects of morphological awareness on reading comprehension among Chinese-speaking children. Reading Psychology, 37(6), 867-884. doi:10.1080/02702711.2015.1133463
 Zhang, H. S., & van Compernolle, R. A. (2016). Learning potential and the dynamic assessment of L2 Chinese grammar through elicited imitation. Language and Sociocultural Theory, 3(1), 99-120. doi:10.1558/lst.v3i1.27549
 Zhang, H. (2016). Morphological awareness in literacy acquisition of Chinese second graders: A path analysis. Journal of Psycholinguistic Research, 45(1), 103-119. doi:10.1007/s10936-014-9327-1
 Zhang, H. S. (2015). Morphological awareness in vocabulary acquisition among Chinese-speaking children: Testing partial mediation via lexical inference ability. Reading Research Quarterly, 50(1), 129-142. doi:10.1002/rrq.89
 van Compernolle, R. A., & Zhang, H. S. (2014). Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker. Language Testing, 31(4), 395-412. doi:10.1177/0265532213520303
 Zhang, H. (2014). Review of Phonological Awareness and Reading Acquisition (Costenaro, V., 2013). Reading in a Foreign Language, 26(2), 82-85.
 Zhang, H. (2013). Review of Bilingual Pre-teens: Competing Ideologies and Multiple Identities in the U.S. and Germany (Fuller, J., 2012). The LINGUIST List.
Conference Proceedings and Other Publications:
 Kuby, C. R., & Zhang, H. (2015). Vocabulary acquisition among Chinese-speaking children. Voice of Literacy, Podcast retrieved from http://www.voiceofliteracy.org
 Zhang, H. (2015). Understanding with profundity: Classifiers in Shanghainese. Inquiries into Korean Linguistics, 115-125.
 Zhang, H. (2012). Whose job is it? Chinese heritage language acquisition and maintenance. Chinese L2 Theory and Practice, 139-147. Chinese Language Education & Research Center (CLERC), California, U.S.A
 Zhang, H. (2012). Classroom discourse and power: Insights into learner empowerment in L2 classroom. Proceedings of 3rd International Academic Conference of Young Scientists "Humanities and Social Sciences 2011", 240-243, Lviv, Ukraine.
 Zhang, H. (2012). Critical discussion: Washback effect of CET Writing Subtest in China. Social Science Letters, 2(1), 60-64.
 Zhang, H. (2011). Language anxiety in ESL classroom: Analysis of turn-taking patterns in ESL classroom discourse. IPEDR, 18, 29-33.