Insights into Second Language Reading
A Cross-Linguistic Approach
Datos Bibliográficos
| ID | 23399232 |
|---|---|
| Autores | Keiko Koda (0000-0002-5425-1169, Carnegie Mellon University, autor de correspondencia) |
| Año | 2005 |
| Fecha de publicación | 2005-01-10 |
| Open Access | Sí |
| Tipo | BOOK |
| Revista | Insights into Second Language Reading (SOURCE_BOOK) |
| Editorial | Cambridge University Press (PUBLISHER • US) |
| DOI | 10.1017/cbo9781139524841 |
| OpenAlex | W589615080 |
| Open Library | OL35831066M |
| ISBN | 9781139524841 |
| Idioma | EN |
| Citas recibidas | 181 |
| Referencias citadas | 1 |
This critical volume, provides an in-depth analysis of second language reading's multiple dimensions. The paperback edition describes the complexity of reading and explains how reading differs in a first and second language. The book is broad in scope, covering all major aspects of the reading process and synthesizing all current reading research. The author provides a cross-linguistic orientation, explaining how first and second languages can mutually facilitate one another. This important volume offers strategies for enhancing literary acquisition, second-language learning and bilingual processing, and will serve as a valuable guide for graduate students, professors, researchers and foreign language teachers.
Foreign language · Linguistics · Process (computing) · Programming language · Reading (process) · Scope (computer science) · Second language · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Narrative point of view as an instructional variable in English reading classrooms
When AI meets practiced language policy
Teaching Psychology Students Professionally Oriented Reading
The Effectiveness of Reading Strategies on Reading Comprehension
Synonymy as a Cohesive Device in Students' English Essay Writing
Dual Implementation of the Dual Nature and Dialogue in Extensive Reading —A New Perspective of Reading A Unicorn in the Garden
Reading Glossed Passages in English to Improve Comprehension
“Strategies are more important than words
Consciência fonológica, leitura e compreensão leitora no alemão como língua adicional
Fluency in Reading Irish as L1 or L2
Developing reading in a first-year academic literacy course
Irish orthography
Seeing emerging comprehenders
Literacy's verb
Digital reading in a second or foreign language
Diffusion-based AI system for second language reading
Strategy use in L2 Chinese reading
Learning styles and strategies for language use in the context of academic reading tasks
Reading with a purpose
Inserted adjuncts, working memory capacity, and L2 reading
Word-specific and word-general knowledge in L2 Chinese lexical inference
Repeated reading for developing reading fluency and reading comprehension
Reading strategy awareness of Arabic-speaking medical students studying in English
Assessing the relationship of working memory to L2 reading
Beyond reading and proficiency assessment
The effectiveness and efficiency of extensive reading at developing reading rates
Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms
Integrated assessment research
Using recursive partitioning Rasch trees to investigate differential item functioning in second language reading tests
Test takers’ strategy use and L2 Chinese reading test performance in mainland China
Uso Do Tradutor Automático Como Recurso Pedagógico Na Aula De Inglês Para Propósitos Específicos No Contexto Acadêmico
Compartilhando universos sociais e de poder em Cerimônia do chá
A Meta-Analysis of Extensive Reading Research
The Effect of Pleasure Reading on Japanese University EFL Learners' Reading Rates
Why reading is a challenge for U.S. L2 learners
A Preliminary Study on Lexical Cohesive Devices in Reading Texts in the Textbook Tiếng Anh 10 Published by Vietnam Education Publishing House
Learning to Read in New Writing Systems
Assessment of Reading
Teaching Reading
The Percentage of Words Known in a Text and Reading Comprehension
The Effects of Topic Familiarity and Passage Sight Vocabulary on L2 Lexical Inferencing and Retention through Reading
The Effects of Vocabulary Breadth and Depth on English Reading
Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use
Looking at and beyond the lexical surface in L2 reading comprehension
Exploring the potential of gamified reading
Gamified Language Learning
L1-Assisted L2 reading comprehension
Processing Anaphoric Encapsulation in the L2
Cross-language associations in bilingual home literacy
The Cross-Language Transfer of Chinese Syntactic Awareness to English Reading Comprehension
Learning to Read Authentic Texts in Chinese as a Foreign Language
La Lisibilité Computationnelle
Cognitive complexity measures for educational texts
Reciprocal effects of vocabulary breadth, vocabulary depth, and reading comprehension
Chinese morphological awareness assessment and its relation to reading acquisition
Metacognitive reading strategies and its relationship with Filipino high school students’ reading proficiency
The Application of IRF Discourse Model on EFL University Students in Reading Comprehension
Comparing AI-assisted and teacher-led reading strategy instruction in an EFL context
Factors influencing students’ critical skills and cultural literacy skills
Leveraging Primary-School Bilingual Students’ Linguistic Repertoires to Foster Morphological Awareness and Reading Comprehension
Exploring the Relationship of Reading Fluency and Accuracy in L2 Learning
The Role of Second Language Reading Proficiency in Moderating Second Language Word Recognition
Linguistic Features Differences in Arabic Textbooks Used at Islamic Schools in Malaysia
Item Processing Patterns of Test-Takers in a Multiple-Choice Reading Comprehension Test
Bridging the gap
On-screen L1 and L2 reading among 60+ adults
Predicting processing effort during L1 and L2 reading
Tracking reading development in an English language university-level bridging program
Reading across writing systems
Children Translating When Reading Dual-Language Books
Student-Generated Questions in Literacy Education and Assessment
Visualizing the influence of text structures on readers’ knowledge structures
How do they read? Findings from teachers and principals on the teaching and learning of reading in Irish in immersion settings in two jurisdictions
New data on text reading in English as a second language
The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities
Text reading in English as a second language
Does morphological awareness assessment matter for Chinese-English bilingual children with reading difficulties? A systematic review and meta-analysis
Quantifying the Difference in Reading Fluency Between L1 and L2 Readers of English
Exploring the potential of content-embedded working memory capacity tasks for advancing second language acquisition research
Testing reciprocity between lexical knowledge and reading comprehension among Chinese children
Cross‐Linguistic Transfer of Phonological Awareness and Reading Skills in Russian–Uzbek Bilingual Children
Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception
Contributions of metalinguistic awareness and lexical inference to reading comprehension in upper‐elementary Chinese students
Lexical Inference in L2 Chinese
Transfer Facilitation of Metalinguistic Awareness in Word Reading Among Dual Language Learners of English
Developmental Patterns of English Alphabet Knowledge in Chinese–English Emergent Bilingual Children
The Relationship Between Lexical Coverage and Type of Reading Comprehension in Beginning L2 Spanish Learners
Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language
An examination of differences in linguistic and meta-linguistic skills in English (FL) and Hebrew (L1)
Bending and Bowing
How Do Chinese ESL Learners Recognize English Words During a Reading Test? A Comparison With Romance-Language-Speaking ESL Learners
Word knowledge in academic literacy skills among collegiate ESL learners
Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions
Contributions of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge among Chinese EFL learners
The Use of Japanese Language in Intercultural Context among Malaysian Japanese Speaking Employees in Japanese Companies
Item and task difficulty in a B2 reading examination
Adult English learners and the bilingual reading process
Cross-linguistic input experience in third language Spanish reading acquisition
A Finer‐Grained Exploration of Morphological Knowledge in EFL Reading Among Chinese College Learners
Interaction between levels of text representation and working memory during L2 reading comprehension
| Obras citantes distintas | 181 |
|---|---|
| Citas por año | 8,23 |
| Intervalo de citas | 2004 - 2026 (23) |
| Velocidad de citación | current |
| Altamente citado | Sí |
| Tipos de cita | Neutras: 146 |