Associate Professor, Teaching, Learning, and Culture
Office#: 352 Harrington Office Building
Mail Stop: 4232
Office Phone: (979) 845-8384
Primary Emphasis Area: English as a Second Language/ Early Childhood Development
Vita: View Document
Short Bio
L. Quentin Dixon works in the areas of English as a Second Language and Reading in the Department of Teaching, Learning, and Culture in the College of Education and Human Development, Texas A & M University. She earned her Ed.D. in Human Development and Psychology, specializing in Language and Literacy, from Harvard University Graduate School of Education in 2004. Her dissertation employed multilevel modeling techniques to examine the English oral language and early literacy skills of bilingual kindergarten children in Singapore. Prior to her dissertation work, she taught English as a second language in public elementary schools near Seattle, WA. After completing her dissertation work, Dr. Dixon worked on large-scale educational program evaluations at Abt Associates for clients such as the US Department of Education and the National Science Foundation. For the national Reading First Impact Study, she took a lead role in designing an instrument for classroom observations and in training 170 field staff to use the instrument reliably to conduct observations of reading instruction in 250 schools located in 13 different states. Dr. Dixon's research interests focus on the language and literacy development of young bilingual children, and in using rigorous quantitative research methods to study educational questions. Dr. Dixon has published in leading journals such as Review of Educational Research, Journal of Research in Reading, and Journal of Applied Developmental Psychology.
Research Interests
Beginning Reading & Writing
Bilingualism and Biliteracy
International Bilingual Education
Publications (journal articles, books, book chapters)*

1. Dixon, L. Q., & Zhao, J. (in press). Bilingual language development. In J. Berko Gleason & N. Bernstein Ratner (Eds.), The development of language (9th ed.). Boston, MA: Pearson. (In Press)

2. Zhao, J., Joshi, R. M., Dixon, L. Q., & Huang, L. (2016). Chinese EFL teachers[48]19 knowledge of basic language constructs and their self-perceived teaching abilities. Annals of Dyslexia, 66, 127-146. doi: 10.1007/s11881-015-0110-2

3. Zhao, J., Quiroz, B., Dixon, L. Q., & Joshi, M. (2016). Comparing bilingual to monolingual learners on English spelling: A meta-analytic review. Dyslexia, 22, 193-213. doi: 10.1002/dys.1530 If = 1.429

4. Dixon, L. Q., Liew, J., Daraghmeh, A.,* & Smith, D. (2016). Pre-service teacher attitudes toward English language learners. NABE Journal of Research and Practice, 7(1). *

5. Dixon, L. Q. (2015). How have different research perspectives viewed language development and language acquisition? In G. Valdes, K. Menken, & M. Castro (Eds.), Common Core, bilingual and English language learners: A resource for educators (pp. 41-42). Philadelphia, PA: Caslon Press.

6. Dixon, L. Q., & Wu, S.* (2014). Home language and literacy practices among immigrant second-language learners. Language Teaching, 47, 414-449. doi: 10.1017/S0261444814000160 (Journal Impact Factor: 1.795, 5-year N/A, Thomson Reuters 2013 Journal Citation Reports). *

7. Dixon, L. Q., Wu, S., Burgess-Brigham, R., Joshi, R. M., Binks-Cantrell, E., & Washburn, E. (2014). Teaching English reading: What is included in the textbooks of pre-service teachers? In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. (pp. 111-141). New York, NY: Palgrave Macmillan *

8. Dixon, L. Q., & Wu, S.* (2014). Understanding language learning: Review of the application of the interaction model in foreign language contexts. Malaysian Journal of Learning and Instruction, 11, 23-40. *

9. Dixon, L. Q., Wu, S.,* Burgess-Brigham, R.,* Joshi, R. M., Binks-Cantrell, E., Washburn, E. (2013). Teaching English reading: What’s included in the textbooks of pre-service general education teachers? In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. New York, NY: Palgrave. *

10. Chuang, H. --K*., Joshi, R.M., & Dixon, L. Q. (2012). Cross-Language Transfer of Reading Ability: Evidence from Taiwanese Ninth-Grade Adolescents. Journal of Literacy Research, 44, 97-119 *

Show All

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Catapult Round 3 - Learning to Write in a Digital Age: Technology-Enhanced Intervention for Young At-Risk Writers (Funded amount $30,000). (Co-PI)
TAMU College of Education & Human Development (State)
2016/12/01 - 2018/05/31
Total Funding: 0.

Reconceptualizing the Effect of Bilingual Experience on Language and Literacy Development: A Cross-Linguistic Study with Native English-speaking Children Learning a Second Language ($30,000). (Co-PI)
TAMU College of Education & Human Development - TLAC (State)
2014/09/01 - 2017/08/31
Total Funding: 0.
Courses Taught
Former Doctoral Students
Hui-Kai Chuang (Spring, 2010), Ph.D.
Ruth Brazile (Summer, 2010), Ph.D.
Jung-Hsuan Su (Spring, 2012), Ph.D.
Jeeyoung Shin (Spring, 2012), Ph.D.
Melike Unal (Fall, 2014), Ph.D.
Shuang Wu (Fall, 2016), Ph.D.
Editorial Positions

Editorial Board Member (2011 - ). Malaysian Journal of Education and Instruction


(2007-2010). Fellow.  Mexican American and U.S. Latino Research Center (MALRC) Fellows

(2007-2007). Fellow.  Institute for Education Sciences (IES) Training Institute Fellow

(2006-2009). Fellow.  Mexican American and U.S. Latino Research Center (MALRC) Fellows

TLAC Faculty   |   TLAC Staff