Higher–Level and Lower–Level Text Processing Skills in Advanced ESL Reading Comprehension

By Hossein Nassaji. 2003

253 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/8e545082d78b3d314bc9fa8949bb3ceab02d5ca3

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

A closer look at the construct validity of C-tests (2006, background): “It should be noted that efficient lower-level word recognition and graphophonic skills are important factors in both beginning and skilled second-language reading (Nassaji, 2003).”
The role and importance of lower-level processes in second language reading (2013, background): “comprehension over and above the contributions of syntactic and semantic knowledge, this would provide significant insight into models of L2 reading comprehension and reading development (Nassaji 2003a).”
L2 Vocabulary Learning From Context: Strategies, Knowledge Sources, and Their Relationship With Success in L2 Lexical Inferencing (2003, background): “lower level word identification processes and higher level syntactic and semantic processes, can read and understand the text more efficiently than unskilled L2 readers (Nassaji, 2003).”
Developing reading fluency: A study of extensive reading in EFL (2008, background): “Several ER studies indicate the effectiveness of the treatment for syntactic knowledge (e.g., Elley & Mangubhai, 1983; Nassaji, 2003).”
The Relationship between Depth of Vocabulary Knowledge and L2 Learners' Lexical Inferencing Strategy Use and Success (2004, methodology): “To this end, and given the important role currently attributed to L2 learners lexical knowledge in L2 reading comprehension (Laufer, 1996, 1997; Nassaji, 2002, 2003a; Nation, 2001; Qian, 2002; Read, 1993, 1997, 2000), the present study examined the particular role learners depth of vocabulary…”
Research on good and poor reader characteristics: Implications for L2 reading research in China (2008, unknown): “In a study of higher-level and lower-level text processing skills in advanced reading comprehension in English as a second language (ESL), Nassaji (2003) found lower-level processes like word recognition, in addition to higher-level syntactic and semantic processes, contributed significantly to th”
The Percentage of Words Known in a Text and Reading Comprehension. (2011, background): “Research has identified multiple component skills and knowledge resources as important contributors to reading abilities (Bowey, 2005; Grabe, 2004; Koda, 2005; Nassaji, 2003; Perfetti, Landi, & Oakhill, 2005).”