Teaching and Researching Reading

By Marlise Horst. 2003

387 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/f750707f77a3f66549d2828472db7750d08fefb5

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Citations in the corpus

Awareness of reading strategy use and reading comprehension among poor and good readers (2009, background): “…which indicated that good readers are aware of their purposes for reading and employ repertoires of cognitive strategies for processing texts (Grabe & Stoller, 2002; Pressley, 2002), as well as they use context and prior knowledge more efficiently for comprehension purposes (Van Dijk &…”
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).”
The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, neutral): “(Grabe & Stoller, 2002, p. 32).”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, positive): “As a result, it is natural that they would transfer some of their Chinese reading strategies to EFL reading (Grabe & Stoller, 2002; Zhang, 2008 ).”
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance (2007, background): “As the contribution (albeit limited) of L1 reading is already well established and the nature of the relationship well covered in the L2 reading literature (see, e.g., Alderson, 2000; Grabe and Stoller, 2002; Lee and Schallert, 1997; Upton and Lee-Thompson, 2001; Urquhart and Weir, 1998; Yamashita, ”
Review article: Instructed second language vocabulary learning (2008, background): “If the vocabulary recognition speed is too slow, then reading turns into a slow decoding process, and it becomes impossible to understand the flow of the text (Grabe & Stoller, 2002).”
Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?. (2005, background): “…no expectation in the home that children will learn to read and write, nor an understanding that teachers and schools in North America, Britain, and Australia assume a direct association between literacy, education, and success and believe that everyone should be literate (Grabe & Stoller, 2002).”
Graphic organizers in reading instruction: Research findings and issues (2007, neutral): “…of Barron (1969, 1979) and Earle (1969) to incorporate GOs into reading instruction with structured overviews, various ways to utilize GOs have been suggested by both L1 and L2 reading researchers (e.g., Alvermann, 1986; Chamot & O'Malley, 1994; Kang, 2004; Grabe & Stoller, 2002; Tang, 1993).”
Raising the Achievement of Young-beginner Readers of French through Strategy Instruction (2008, background): “Theoretical Background to Reading Research on L2 reading has been extensive but has based itself on insights from first language (L1) reading models and research (Bernhardt 2000, 2005; Grabe and Stoller 2002).”
A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats (2009, background): “…in first and second language acquisition mainly included Brown (2006), Cohen (1998), Doughty and Long (2003), Ellis (1994), Flowerdew and Miller (2005), Grabe and Stoller (2002), Hinkel (2005), Kaplan (2002), Kintsch (1998), Richards and Schmidt (2002), Rost (2002), and Urquhart and Weir (1998).”
Beginning to read extensively: A case study with Mako and Fumi (2007, background): “This emphasis on vocabulary is not surprising given that larger vocabularies are related to better text comprehension (e.g., Grabe & Stoller, 2002) and that guessing the meanings of unknown words using context clues facilitates reading comprehension (e.g., Huckin & Bloch, 1993).”
Formulaic Language in Native and Second Language Speakers: Psycholinguistics, Corpus Linguistics, and TESOL (2008, background): “And they have to know the common collocations and lexical bundles, too, not only to increase their reading speed and comprehension (Grabe & Stoller, 2002), but also to be able to write in a nativelike fashion: It is not enough FORMULAIC LANGUAGE IN NATIVE AND SECOND LANGUAGE SPEAKERS 377 to know…”
The effects of cultural familiarity on reading comprehension (2009, methodology): “In turn, reading activities can promote interpretation of the text through the interaction between the reader and the text (Wallace, 1992) and thus play a vital role in schema activation in order to comprehend and interpret the text better (Chen & Graves, 1995; Grabe & Stoller, 2002).”
Research on good and poor reader characteristics: Implications for L2 reading research in China (2008, neutral): “Poor L2 readers are slower in word recognition and generally weak at rapid and automatic syntactic processing because they " develop an overt knowledge of L2 grammatical structures before they become fluent L2 readers " (Grabe & Stoller, 2002, p. 23).”
3. RESEARCH ON TEACHING READING (2004, background): “…perspectives on L1 or L2 reading (but see Alderson, 2000; Bernhardt, 2000; Geva & Siegal, 2000; Geva & Verhoeven, 2000; Geva & Wang, 2001; Grabe & Stoller, 2002; Kamil, Mosenthal, Pearson, & Barr, 2000; Koda, 2004; National Reading Panel, 2000; Noordman & Vonk, 1999; Perfetti, 1999,…”
Glosses, comprehension, and strategy use (2005, methodology): “The taxonomy of reading strategies was based on Anderson (1991), Block (1986), and Grabe and Stoller (2002).”
Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008, methodology): “…vocabulary knowledge), higher-level processes (background knowledge/topic familiarity, L2 text structure, syntax), and their relationship with learner-based factors such as strategy use, reading purpose, motivation, and interest (Chun, 2006, Chun & Plass, 1997, Grabe & Stoller, 2002, Koda, 2005).”
Links between teachers' beliefs and practices and research on reading (2011, background): “…to make inferences of many types, to draw on background knowledge (or also called prior knowledge or schemata), to recognize and process discourse structure and discourse signaling in texts, and to critically evaluate the information being read (Birch, 2007; Grabe, 2009; Grabe & Stoller, 2002).”