A Comparison of Rereading Benefits in First and Second Language Reading
Bibliographic Data
| ID | 4503446 |
|---|---|
| Authors | Holly Krech Thomas (Kingsborough Community College), Alice F Healy (0000-0002-1312-9757, University of Colorado Boulder, corresponding author) |
| Year | 2012 |
| Volume | 62 |
| Issue | 1 |
| Pages | 198-235 |
| Publication date | 2012-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2011.00688.x |
| OpenAlex | W1586883436 |
| Language | EN |
| Citations received | 3 |
| References cited | 47 |
Text comprehension models in first and second language reading research posit that slow word recognition inhibits reading speed and decreases comprehension. To investigate the role of word recognition in reading, 2 experiments examined rereading benefits in participants' first and second languages using scrambled and normal versions of English and Spanish texts. Native English speakers with intermediate (Experiment 1) or advanced (Experiment 2) Spanish skills demonstrated word- and text-level transfer in both English and Spanish. However, advanced Spanish readers did not exhibit word-level transfer when reading simple Spanish texts. These results suggest that fluent reading may be strongly influenced not just by word recognition, but also by text difficulty relative to reader skill, as well as other factors
Comprehension · Linguistics · Reading (process) · Reading comprehension · Word (group theory) · Word recognition · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
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Syntactic Complexity and L2 Academic Immersion Effects on Readers' Recall and Pausing Strategies for English and Spanish Texts
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| Citations per year | 0.23 |
|---|---|
| Citation span | 2013 - 2022 (10) |
| Highly cited | No |