Reading in a Second Language: Moving from Theory to Practice

By W. Grabe. 2008

978 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c104ed8332d9c08c3be18d172a15bcc7367410b4

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Citations in the corpus

Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa (2016, neutral): “In silent reading, mature, skilled readers can read comfortably and with meaning at a rate of 250-300 or more words per minute (Grabe 2009).”
Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles (2015, background): “…level is more diffuse, but involves skills and resources such as topic and world knowledge, inferencing, building a mental model of the text, monitoring what one has read and what or whether one has ‘understood’ it and synthesizing and evaluating what one is reading and has read (Grabe, 2009).”
Fluency in reading—Thirty-five years later (2010, background): “Nation (2009) provides many useful practical suggestions for developing L2 reading fluency, one of only a few discussions of teaching L2 reading fluency (see also Anderson, 1999, 2008; Grabe, 2009).”
The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use (2019, background): “Good readers and poor readers use the same types of strategies, but good readers use strategies more effectively than poor readers do (Grabe, 2009).”
Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, background): “For fluent reading, words need to be recognized quickly, automatically, and accurately (Grabe 2009).”
The Routledge handbook of English language teaching (2018, background): “Given the high importance of meaning/ function in the systems view, the key criteria for determining instructional sequence are seen as meaningfulness and usefulness, as determined by students’ needs and proficiency level.”
Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2 (2019, background): “Landmark studies argue that these complexities include conceptual differences between skills and strategies and between strategic reading and activities (Afflerbach, Pearson, & Paris, 2017; Cohen, 2011; Grabe, 2009; Pressley, 2008; Hilden, & Pressley, 2007; RAND, 2002).”
Converging Trajectories (2011, background): “…Minority Learners LM learners are likely to move through similar phases of English reading development as their native English-speaking peers, though perhaps at different rates and with different patterns of strengths and weaknesses over time (August & Shanahan, 2006; Garcı́a, 2003; Grabe, 2009).”
The Relationship between Critical Thinking Ability of Iranian EFL Learners and Their Resilience Level Facing Unfamiliar Vocabulary Items in Reading (2011, background): “Flexibility, adaptability, and positive self-concept which characterize a resilient individual (Connor & Davidson, 2003) have been identified by some authorities as the hallmarks of a good reader (Bowen et al., 1985; Nuttal, 1996; Grabe, 2002).”
Pleasure reading and reading rate gains (2014, background): “Second, both first and second language reading authorities agree that the development of reading fluency requires large amounts of reading over significant periods of time (e.g., Grabe, 2010; Nation, 2009a).”
Towards a Theory of Diagnosis in Second and Foreign Language Assessment: Insights from Professional Practice Across Diverse Fields (2015, methodology): “The models also rely on the psychological reality of sub-skills, and the notion that single items will test discrete sub-skills and not others, both of which have been questioned in the research literature (see Alderson and Lukmani 1989; Song 2008; Grabe 2009).”
The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions (2010, background): “” Another important component for developing reading fluency is background or topical knowledge (Grabe, 2004).”