Teaching and researching reading, second edition

By W. Grabe, Fredricka L. Stoller. 2013

716 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/079ddde04229b5baeae1111a4378bc31c8013c1c

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Citations in the corpus

Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability (2015, result): “These findings regarding the hierarchy of L2 reading attributes concur with previous research (Grabe & Stoller, 2002; Lumley, 1993).”
The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language (2019, background): “Reading, defined as “the ability to draw meaning from the printed page and interpret this information appropriately” (Grabe & Stoller, 2002, p. 9), is a cognitive process that requires myriad skills and strategies.”
Pleasure reading and reading rate gains (2014, background): “For instance, Grabe and Stoller (2011) stated that “Most L2 readers are simply not exposed to enough L2 print (through reading) to build fluent L2 processing” (p. 50).”
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, background): “Grabe and Stoller (2011) found that reading strategy studies that had introduced reading programmes which incorporated cognitive and metacognitive reading strategies along with training in planning and self-monitoring, showed significant improvements in reading comprehension performance.”
The Impact of Motivation on Reading Comprehension (2017, background): “According to Grabe and Stoller (2002), English language learning is one of the important factors that affect international communication activities.”
The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, background): “Grabe and Stoller (2002) stressed that to become a highly proficient L2 reader is very difficult.”
The Use of Technology in English Language Learning: A Literature Review (2018, background): “Hennessy (2005) stated the use of ICT acts as a catalyst in motivating teachers and learners to work in new ways.”
Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? (2015, background): “Email: annachang@livemail.tw I Introduction Extensive reading has the potential to develop knowledge of unknown words (Day & Bamford, 1998; Grabe & Stoller, 2002).”