3. RESEARCH ON TEACHING READING

By W. Grabe. Annual Review of Applied Linguistics, 2004

288 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/92cf4b0fe111361db083f38982150b00d876b850

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. A. Chang
2. Aijiao Wu
3. Greta J. Gorsuch
4. Etsuo Taguchi
5. W. Grabe
6. Lawrence Jun Zhang
7. Tomoko Kurita
8. J. Yamashita

In Language and Linguistics

1. Aijiao Wu
2. A. Chang
3. Lawrence Jun Zhang
4. Tomoko Kurita
5. N. Schmitt
6. Greta J. Gorsuch
7. Etsuo Taguchi
8. W. Grabe

Citations in the corpus

• 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).”
• Issues in Second Language Listening Comprehension and the Pedagogical Implications (2012, background): “The importance of grammar knowledge for listening has been less explored, although there is a range of research arguing that there may be a strong relation between grammar and reading (Grabe, 2004).”
• The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, background): “…model of reading comprehension (interactive model) refers to the reading process which is supported by an interaction between the text information and the learner’s background knowledge as well as interaction between different types of metacognitive reading strategies (Grabe, 2004; Eskey, 2005).”
• Graphic organizers in reading instruction: Research findings and issues (2007, background): “…text and discourse structure, reading development, comprehension instruction Recent overviews of reading have argued that discourse comprehension skills contribute to reading abilities (e.g., Grabe, 2004; Kintsch & Rawson, 2005; Perfetti, Landi, & Oakhill, 2005; Trabasso & Bouchard, 2002).”
• Beyond raw frequency: Incidental vocabulary acquisition in extensive reading (2008, background): “Here, vocabulary acquisition often occurs more through written text (Grabe, 2004).”
• Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports (2010, background): “…reading in foreign language programs I Introduction In recent years, interest in reading fluency development in first language (National Reading Panel, 2000; Kuhn & Stahl, 2003), and second and foreign language (L2/FL) settings has increased (Nation, 2001; Grabe & Stoller, 2002; Grabe, 2004).”
• Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “However, researchers such as Cohen (2003, 2007), Grabe (2004) , Hadwin, Winne, Stockley, Nesbit, and Woszczyna (2001), Paris (2002), and Zhang (2003) pointed out that strategies themselves are not inherently good or bad, but they have the potential to be used effectively or ineffectively in differe”
• The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions (2010, background): “When learners are exposed to a large quantity of varying texts, their topical knowledge may be enhanced (Grabe, 2004).”