Insights into Second Language Reading: A Cross-Linguistic Approach

By B. Brennan. 2006

658 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/269299036d2e5b3f71c02f7704c68006d66d6853

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Citations in the corpus

Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, background): “…skill is separable from language comprehension (e.g., see Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001; Stanovich, 2000), and L2 decoding skills explain a large part of the variance in L2 reading comprehension (e.g., see Koda, 2005; Sparks, Patton, Ganschow, Humbach, et al., 2008).”
Long-Term Crosslinguistic Transfer of Skills From L1 to L2 (2009, background): “Internet: richard_sparks@mail.msj.edu Language Learning 59:1, March 2009, pp. 203–243 203 C© 2009 Language Learning Research Club, University of Michigan (For a review of this literature, see Geva & Verhoeven, 2000; Koda, 2005.)”
Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports (2010, background): “Considering the challenges facing L2/FL readers to develop word recognition skills (Koda, 1996, 2005; Grabe & Stoller, 2002) for sustained silent reading, it is worth looking at intensive and extensive reading practice approaches specifically focused on developing reading fluency.”
Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008, methodology): “…proﬁciency (level of instruction), genre, and type of assessment as well as other variables moderating comprehension and vocabulary learning identiﬁed in empirical studies and proposed in theoretical models of L2 reading and multimedia learning (Bernhardt, 2005; Chun & Plass, 1997; Koda, 2005).”
Graphic organizers in reading instruction: Research findings and issues (2007, background): “Therefore, whether GOs will work equally well with narrative texts remains an empirical question (cf. Koda, 2005).”
Links between teachers' beliefs and practices and research on reading (2011, background): “Two groups of processes are distinguished in the reading literature: the processes for decoding words and the processes for comprehending a text, or so-called lower-level and higher-level processes (Birch, 2007; Grabe, 2009; Grabe & Stoller, 2002; Hudson, 2007; Koda, 2004; Weir & Khalifa, 2008).”
The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen. (2013, background): “Previous literature has indicated that social interaction and interactive learning of cooperative learning trigger the motivation necessary for reading comprehension to occur and to ensure reading and actively engaging with the text (Koda, 2005; Mathewson, 1994).”
The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, unknown): “However, recent research comparing the effectiveness of cognitive and metacognitive reading strategy training reveals that explicit teaching of cognitive strategies yields small, short-term developments in reading performance, whereas training on metacognitive strategy results in more stable, long-t”