Teaching Second Language Reading

By T. Hudson. 2007

308 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/79d4763ddecae24887a2632eeafa755fd71ba461

How researchers see this paper

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In Developmental and Educational Psychology

1. Aijiao Wu
2. W. Grabe
3. N. Schmitt
4. Yuko Iwai
5. Xiangying Jiang
6. Lawrence Jun Zhang
7. Lulu Li
8. Aek Phakiti

Citations in the corpus

• Construct validation of Bachman and Palmer's (1996) strategic competence model over time in EFL reading tests (2008, background): “A number of studies in L2 reading strategies have provided insights into how strategic reading affects success in L2 comprehension and how good readers differ from poor readers due to the strategic ability variable (see Alderson, 2000; Anderson, 1999; Carrell et al., 1998; Hudson, 2007).”
• The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. (2011, background): “Determining which part of the passage can be emphasized or ignored based on the purpose of the task is another monitoring strategy (Hudson, 2007).”
• General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University (2011, background): “Hudson, 2007). The nature of academic writing is comprehensively discussed in Paltridge et al., (2009). The relationships between reading and writing include ‘read-to-write’ (write basing on what”
• Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “It is used to refer to one's understanding of and control over his or her own cognitive processes (Carrell, 1998; Carrell et al., 1998; Flavell, Miller, & Miller, 1993; Hartman, 2001; for recent reviews see Hudson, 2007; Veenman, Van Hout-Wolters, & Afflerbach, 2006).”
• The Percentage of Words Known in a Text and Reading Comprehension. (2011, background): “As reading is a crucial aid in learning a second language (L2), it is necessary to ensure that learners have sufficient vocabulary to read well (Grabe, 2009; Hudson, 2007; Koda, 2005).”