Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development

By Keiko Koda. 2007

556 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/dda86d60d7e7256f728f91bd838ed51969c7d4df

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2 (2019, background): “…insight is needed concerning how to sustain strategies instruction beyond initial explaining, modelling and scaffolding, so that students maintain and transfer what they have learned across contexts and languages (Aukerman, Brown, Mokthari, Valencia, & Palincsar, 2015; Grabe, 2009; Koda, 2007).”
The role and importance of lower-level processes in second language reading (2013, background): “…of studies have recently examined the implications of L1 orthographic variations for L2 reading (Koda 1988; Haynes & Carr 1990; Koda 1990; Chitiri et al. 1992; Holm & Dodd 1996; Muljani, Koda & Moates 1998; Wade-Woolley & Geva 1999; Wang & Geva 2003; Wang, Koda & Perfetti 2003; Wang & Koda 2007).”
Transactional literature circles and the reading comprehension of English learners in the mainstream classroom (2010, unknown): “According to several research reviews effective L2 readers use both top-down and bottom-up strategies (August & Shanahan, 2006; Carrell, 1998; Ellis, 2002; Fitzgerald, 1995; Koda, 2007; Manyak & Bauer, 2008).”
Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals. (2011, background): “For this reason, it is considered to be a common underlying competence (e.g. Genesee, Geva, Dressler & Kamil, 2006; Koda, 2007).”
Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students (2016, background): “Some of these are vocabulary knowledge, background knowledge, knowledge of grammar, metacognitive awareness, syntactic knowledge, and reading strategies (Koda, 2005). In addition to the components or variables that shape reading comprehension, there are also other more specific elements or factors t”
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, background): “Training such as this can also be helpful to less skilled readers in acquiring new reading comprehension skills in the L2 (Koda, 2007).”
Eye movements when reading spaced and unspaced Thai and English : a comparison of Thai–English bilinguals and English monolinguals (2009, background): “ence is positive or negative, is still much under debate (Koda, 2007).”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “…from this study, poor high school EFL readers need more help in increasing their knowledge about global strategies, as reading in a FL is not only a language problem but also a reading problem (Alderson, 1984, 2005; Hudson, 1998; for recent reviews, see Bernhardt, 2005; Hudson, 2007; Koda, 2007).”
The Percentage of Words Known in a Text and Reading Comprehension. (2011, background): “This finding is in line with earlier studies by Laufer (1989) and Hu and Nation (2000), which used more indirect approaches to the coverage– comprehension relationship.”