English L2 Reading: Getting to the Bottom

By Kathleen A. J. Mohr. 2003

125 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/364f02f7230c36bdd9042df19945dfd791100b53

How researchers see this paper

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

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

ESL Reading Strategies: Differences in Arabic and Mandarin Speaker Test Performance (2006, background): “Such an approach would reduce the current attention that many educators place on top-down processing in the construction of meaning when reading (Birch, 2002).”
Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?. (2005, background): “Such cross-linguistic differences can limit the effective use of important cuing systems in reading in English (Birch, 2002; Grabe & Stoller, 2002).”
STRATEGIES IN RESPONDING TO THE NEW TOEFL READING TASKS (2006, background): “Linguistic knowledge, often referred to as bottom-up skills, includes the ability to decode phonological, orthographic, lexical, syntactic, and discourse features of a text (Birch, 2002).”
How assessing reading comprehension with multiple-choice questions shapes the construct: a cognitive processing perspective (2006, methodology): “…employed by a reader for successful reading such as the use of a dictionary, the underlining of key words, or the skimming and scanning of certain sections (e.g. Clarke, 1979; Barnett, 1989; Anderson, et al., 1991; Aebersold and Field, 1997; Alderson, 2000; Birch, 2002; Kitao and Kitao, 2002).”
Links between teachers' beliefs and practices and research on reading (2011, background): “…to make inferences of many types, to draw on background knowledge (or also called prior knowledge or schemata), to recognize and process discourse structure and discourse signaling in texts, and to critically evaluate the information being read (Birch, 2007; Grabe, 2009; Grabe & Stoller, 2002).”