PROGRESS AND PROCRASTINATION IN SECOND LANGUAGE READING

By Elizabeth B. Bernhardt. Annual Review of Applied Linguistics, 2005

311 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2a1d204437dae493835c27f4adfe812d922b3b3e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Lawrence Jun Zhang
2. E. Macaro
3. Aijiao Wu
4. Lynn Erler
5. Aiping Zhao
6. J. Dynia
7. Ying Guo
8. L. B. Abraham

In Experimental and Cognitive Psychology

1. Aijiao Wu
2. Ying Guo
3. Lawrence Jun Zhang
4. L. B. Abraham
5. Lynn Erler
6. Larry Vandergrift
7. E. Macaro

In Language and Linguistics

1. Lawrence Jun Zhang
2. E. Macaro
3. Aijiao Wu
4. Lynn Erler
5. Aiping Zhao
6. J. Dynia
7. Ying Guo
8. L. B. Abraham

Citations in the corpus

• Foreign language reading anxiety: Chinese as a foreign language in the United States (2013, background): “The role of these individual reader variables in FL reading performance has yet to be examined (Bernhardt, 2005).”
• Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “In reviewing over 3 decades of L2 reading research, Bernhardt (2005) maintained that necessary components of a contemporary L2 reading model should consider readers’ first language (L1) literacy levels, L2 knowledge levels and the interactions of vocabulary levels, processing strategies, backgroun”
• Academic English reading proficiency at the university level: A Norwegian case study (2009, unknown): “Indeed, knowledge of the world in general and knowledge of the topic in question can, to a limited extent, support understanding when needed to compensate for language difficulties (Bernhardt, 2005; Stanovich, 1980).”
• Raising the Achievement of Young-beginner Readers of French through Strategy Instruction (2008, background): “Theoretical Background to Reading Research on L2 reading has been extensive but has based itself on insights from first language (L1) reading models and research (Bernhardt 2000, 2005; Grabe and Stoller 2002).”
• Recent developments in second and foreign language listening comprehension research (2007, result): “These results are surprisingly similar to those reported for L2 reading comprehension (Bernhardt 2005).”
• Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008, methodology): “…is to provide a systematic and replicable statistical synthesis of the impact of these factors which have been identified as essential considerations in theoretical models and research in L2 reading and multimedia learning environments (Bernhardt, 2005; Chun, 2006; Koda, 2005; Plass & Jones, 2005).”