The Power of Reading: Insights from the Research

By M. Barnett, Stephen Krashen. 2004

735 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cf29e5d828c4b5f5b566656d3117199d5dd047e9

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Citations in the corpus

Effective extensive reading outside the classroom: A large-scale experiment (2013, positive): “Reseachers such as Stokes, Krashen, and Kartchner (1998), Renandya, Rajan, and Jacobs (1999), Mason (2006) and Lee (2007), have attempted to empirically demonstrate the effectiveness of reading large volumes of text as an aid to language acquisition.”
Decoding and Fluency: Foundation Skills for Struggling Older Readers (2003, neutral): “…& Piontkowski, 1981; Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell, 1988; Gough, Hoover, & Peterson, 1996; Herman, 1985; Jenkins, Fuchs, Espin, van den Broek, & Deno, 2000; Krashen, 1993; Meyer & Felton, 1999; Rasinski, Padek, Linek, & Sturtevant, 1994; Reutzel & Hollingsworth, 1993).”
Materials development for language learning and teaching (2012, positive): “For example, Day & Bamford (1998), Elley (1991) and Krashen (2004) report research findings which demonstrate the positive power of free, voluntary reading in facilitating language acquisition.”
The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study (2018, neutral): “…exposure to new vocabulary, different syntactic structures and deeper lexico-semantic networks, may in themselves encourage the development of new competencies and increase reader capacity to handle greater textual complexity (Krashen, 2004; Oakhill et al, 2015; Suk, 2016; Westbrook et al, 2017).”
At what rate do learners learn and retain new vocabulary from reading a graded reader? (2003, neutral): “Krashen (1993) 42 ESL learners 15 page of text French text plus watched a video Multiple-choice 6.6 words above controls”
Effect of Frequency and Idiomaticity on Second Language Reading Comprehension. (2011, positive): “…of expressions that either went unnoticed or were misunderstood. doi: 10.5054/tq.2011.247708 M uch research into second language (L2) learning points to readingas an important source for linguistic development in the target language (e.g., Elley & Mangubhai, 1983; Krashen, 1993; Nation, 1997).”
Redefining Motivation to Read in a Foreign Language (2002, neutral): “The paucity of research on L2 reading motivation is also an interesting contrast with the abundance of work done to probe the correlation between extensive reading and achievement (e.g., Cho & Krashen, 1994; Elley, 1991; Hafiz & Tudor, 1990; Krashen, 1993; Mason & Krashen, 1997; Robb & Susser, 198”
Links between teachers' beliefs and practices and research on reading (2011, positive): “Applying existing frameworks from the literature (e.g., Birch, 2007; Carrell, Devine, & Eskey, 1988; Grabe, 2009; Hudson, 2007; Hyland, 2006; Krashen, 1993; McIntyre & Pressley, 1996; Singhal, 2006; Smith, 1986; Urquhart & Weir, 1998) to the analysis of the data, a deductive approach was utilized…”
Developing reading fluency: A study of extensive reading in EFL (2008, neutral): “2–3) and pleasure hypothesis (Krashen, 2004).”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, neutral): “Accounting for the deficiencies of the ‘input only’ model of word learning through extensive reading only (Krashen, 1993; Mason and Krashen, 2004), research has suggested an alternative ‘input plus’ position (Hulstijn et al.”
Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research (2007, positive): “…engagement with reading and writing is supported by research showing strong relationships between the development of reading comprehension and the extent to which students read (e.g., Elley, 1991; Guthrie, 2004; Krashen, 2004b; Organisation for Economic Cooperation and Development [OECD], 2004).”