Development of adolescent reading comprehension in Language 1 and Language 2; a longitudinal analysis of constituent components

By A. Gelderen, R. Schoonen, R. Stoel, Kees de Glopper, J. Hulstijn. 2007

208 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/57cea59cc5269277d40f310740e306c88f9ad939

How researchers see this paper

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

In Cognitive Neuroscience

1. Xian Zhang
2. Songshan Zhang
3. E. Geva
4. Hossein Nassaji
5. Fataneh Farnia

In Developmental and Educational Psychology

1. E. Geva
2. Hossein Nassaji
3. Fataneh Farnia
4. R. de Graaff
5. D. Yapp
6. Xian Zhang
7. Songshan Zhang
8. H. van den Bergh

In Statistics and Probability

1. E. Geva
2. Fataneh Farnia
3. Xian Zhang
4. Songshan Zhang
5. H. van den Bergh
6. Hossein Nassaji

Citations in the corpus

• Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, background): “However, as strategies learned in the first language (L1) do not automatically transfer to the L2 it is essential that instruction is extended, in formal education, to include L2 reading strategy instruction (Baddeley, Eysenck, & Anderson, 2009; Van Gelderen et al., 2007).”
• The role and importance of lower-level processes in second language reading (2013, background): “It is clear that the ability to process and use syntactic and semantic information is critical for reading comprehension and there is substantial research that provides empirical evidence for the importance of these factors (Verhoeven 2000; Droop & Verhoeven 2003; Deacon & Kirby 2004; Cain 2007; Gel”
• The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “Correlations between .08 and .95 were reported to exist between VK and L2 reading (e.g. Deacon, Wadewoolley, & Kirby, 2007; Droop & Verhoeven, 2003; van Gelderen et al., 2007).”
• Growth and predictors of change in English language learners' reading comprehension (2013, background): “Longitudinal studies based on monolinguals provide support for an augmented SVR model (e.g., Johnston & Kirby, 2006; Kendeou, van den Broek, White & Lynch, 2009b; Kirby, Parrila & Pfeiffer, 2003; Oakhill & Cain, 2012; Tilstra, McMaster, van den Broek, Kendeou & Rapp, 2009) as do longitudinal studies”