Does gender make a difference? Passage content and comprehension in second language reading

By Cindy Brantmeier. Reading in a Foreign Language, 2003

181 citations recorded by the source corpus.

The intermediate level of Spanish language instruction prepares learners for the rigorous reading of authentic texts utilized in the advanced literature course. This study examined the effects of readers' gender and passage content on second language (L2) reading comprehension with participants from this transitional level of instruction. Seventy-eight participants read two different authentic passages commonly used at this level. Two different measures were used to assess comprehension: a written recall and multiple choice questions. Findings reveal significant interactions between readers' gender and passage content with comprehension on both assessment tasks. The results of the study provide evidence that subject matter familiarity has a facilitating effect on second language (L2) reading comprehension by gender at the intermediate level of Spanish language instruction

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/20b23bfcdc73d1df81d9fd31d78447e6c998bb95

Citations in the corpus

• ESL Reading Strategies: Differences in Arabic and Mandarin Speaker Test Performance (2006, unknown): “…as being outdated in the realm of L1 research (which currently emphasizes the importance of visual processing), some L2 reading researchers (e.g., Brantmeier, 2000, 2003a, 2003b; Coady, 1997; Eskey, 1997; Liontas, 1999; Parry, 1996; Schueller, 2004; Storey, 1997; Young & Oxford, 1997) currently…”