Arêas da Luz Fontes, A.B. & Schwartz, A.I. (2014). Bilingual access of homonym meanings: Individual differences in bilingual access of homonym meanings. Bilingualism: Language and Cognition, DOI: 10.1017/S1366728914000509
Schwartz, A.I., Mendoza, L.E. & Meyer, B.J.F. (2013). The impact of text structure reading strategy instruction in a second language: Benefits across languages. The Journal of Language Learning DOI: 10.080/09571736.2013.837092
Arêas da Luz Fontes, A.B. & Schwartz, A.I. (2011). Working memory influences on cross-language activation during bilingual lexical disambiguation. Bilingualism: Language and Cognition, 14, 360-370.
Yeh, L., Schwartz, A. I. & Baule, A. (2011). The impact of text structure strategy instruction on the text recall and eye-movement patterns of second language English readers. Reading Psychology, 32, 495-519.
Arêas da Luz Fontes, A.B. & Schwartz, A.I. (2010). On a different plane: Cross-language effects on the conceptual representations of within-language homonyms. Language and Cognitive Processes, 25:4, 508-532.
Schwartz, A.I., & Arêas da Luz Fontes, A.B. (2008). Cross-language mediated priming: Effects of context and lexical relationship. Bilingualism: Language and Cognition, 11, 1-16.
Schwartz, A.I., Yeh, L., & Shaw, M.P. (2008). Lexical representation of second language words: Implications for second language vocabulary acquisition and use. The Journal of the Mental Lexicon, 3(3), 309-324.