Effects of Reader's Knowledge, Text Type, and Test Type on L1 and L2 Reading Comprehension in Spanish
By Cindy Brantmeier. 2005
130 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/109f214c37255f4a9fe784c1659534ae7b98487c
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In Developmental and Educational Psychology
Citations in the corpus
- Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008, background): “…the relationship between text type, and reading task across a variety of languages could provide a broader research base from which to investigate this relationship that has attracted attention in L2 reading research (Brantmeier, 2005; Chu, Swaffar, & Charney, 2002; Horiba, 2000; Pretorius, 2006).”
- A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats (2009, background): “…multiple-choice, open-ended, reading test, listening test Among the many existing variables that are considered to affect language test performance, one central issue is the effect of test formats on test performance (e.g., Alderson, 2000; Bachman & Palmer, 1996; Brantmeier, 2005; Buck, 2001).”