- Winke, P., Lee, S., Yoon, H-J., Ahn, J., Choi, I., & Cui, Y. (2018). The cognitive validity of English-language tests for children: What young language learners and their native-speaking peers can reveal. TESOL Quarterly. Available here: https://onlinelibrary.wiley.com/doi/10.1002/tesq.396/epdf
- Lee, S., & Winke, P. (2018). Young language learners' behaviors when taking computerized tasks for speaking assessment. Language Testing, 35(2), 239-269. Available here: doi.org/10.1177/0265532217704009
Manuscripts in press and under review
Godfroid, A., Ahn, J., Choi, I., Ballard, L., Cui, Y., Johnston, S., Lee, S., Abdhi, S., & Yoon, H-J. (online first). Incidental vocabulary learning during extensive reading: An eye-tracking study. Bilingualism: Language and Cognition.
Kim, A. A., Lee, S., Chapman, M., & Wilmes, C. (under review). Examining paper vs. online-second language (L2) writing performance of grades 1-2 English Language Learners.
Winke, P., Lee, S., & Yan, X. (under review). What does the cloze test really test? A replication of Tremblay (2011) with eye-tracking data.
Kim, A. A., Monroe, M., & Lee, S. (under review). Examining K-12 educators' perception and instruction of the online accessibility tools in language assessments, and English Learners' use of the tools.
Lee, S. (under review). L1 background of interlocutor candidates in paired oral testing: A discourse-based approach.
Manuscripts in preparation
Winke, P., Van Grop, K., Gass, S., VanPatten, B., & Lee, S. (manuscript in preparation) Using different carrots: How incentivization affects proficiency-testing outcomes.
Lee, S., & Spinner, P. (manuscript in preparation) A place of accuracy in Processability Theory.
Kim, A. A., Lee, S., Chapman, M., & Wilmes, C. (2017). ACCESS for ELLs 2.0 Grades 1-3 writing study: Examining Paper vs. Online second language writing performance of Grades 1-3 English Language Learners. WIDA at Wisconsin Center of Education Research: Internal Report.
- Winke, P., Lee, S., Ahn, I. J., Choi, I., Cui, Y., & Yoon, H-J. (2015). A validation study of the reading section of the Young Learners Tests of English (YLTE). CaMLA Working Papers. Available from the CaMLA website: https://www.cambridgemichigan.org/wp-content/uploads/2015/12/CWP-2015-03.pdf