Insights into Second Language Reading: References

By Keiko Koda. 2005

407 citations recorded by the source corpus.

Subfields: Demography, Genetics, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/0c691deb8d50cbeda3d5a4c5fa8ded96f7631cbd

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Citations in the corpus

The on-line application of binding Principle A in English as a second language* (2009, background): “As is usually the case in L2 processing studies, our learners showed longer response latencies (Experiment 1) and reading times (Experiment 2) than the native speakers overall, which confirms that reading in a non-native language is cognitively more demanding than native reading, especially when rea”
Assessing Text Readability Using Cognitively Based Indices (2008, background): “, 1996) and encode comprehension as a multilevel process (Koda, 2005).”
Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles (2015, background): “Not so in SFL reading, although the number of publications, studies and theories has grown in the last two decades (e.g., Alderson, 2000; Grabe, 2009; Koda, 2005).”
Current Perspectives on Teaching the Four Skills (2006, background): “Furthermore, positive L1-to-L2 transfer of reading skills does not occur when the writing systems in the two languages are fundamentally different (e.g., Birch, 2002; Koda, 1999, 2005 ).”
Academic English reading proficiency at the university level: A Norwegian case study (2009, positive): “For the most part, current models of reading describe it as an interactive, but first and foremost lower-level (bottom-up) process that also draws upon higher-level (top-down) processes (e.g., Alderson, 2000; Bråten, 2007; Grabe, 1999, 2009; Koda, 2005).”
Transactional literature circles and the reading comprehension of English learners in the mainstream classroom (2010, background): “Second language readers who are less proficient in these skills are thought to focus more on lower level process strategies such as word meaning, whereas more proficient readers attend to abstract conceptual abilities and are thus better able to make use of their background knowledge creating the co”
The role and importance of lower-level processes in second language reading (2013, background): “In addition, L2 reading is a cross-linguistic process, involving more than one language (Koda 2005).”
The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary (2008, background): “The notion that Korean is considered transpar ent in the relationship between graphic symbols (spelling) and sounds explains why learners tried to figure out the appropriate pronunciation in or der to help determine the correct spelling (Koda, 2005).”
The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions (2010, positive): “Well-established previous research on reading (e.g., Grabe, 2004, 2009; Koda, 2005; Perfetti, 1999; Pressley, 2006) shows that fluent reading generally involves lower-level and higher-level processes (Laberge & Samuels, 1974; Stanovich, 2000).”
Critical thinking in a second language (2011, background): “Research suggests that lack of L2 proficiency reduces the ability to use higher order strategies such as discourse processing (Koda, 2005) and to employ deep-learning processes (Kirby et al., 1996).”
3. RESEARCH ON TEACHING READING (2004, background): “that requires its own review article (see Akamatsu, 2002, 2003; Bernhardt, 2000; Chiappe, Siegal, & Wade-Woolley, 2002; Droop & Verhoeven, 2003; Geva & Wang, 2001; Koda, 2004; Segalowitz, 2003; Verhoeven, 2000; Wade-Woolley, 1999).”