Research Guides

▒ Reading
 

Reading

  

On This Page

 

Subject Encyclopedia Articles

  

Handbook Chapters

  • Birch, B. (2011). Out of my orthographic depth: Second language reading. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 488–506). New York, NY: Routledge.
  • Eskey, D. E. (2005). Reading in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 563–579). Mahwah, NJ: Lawrence Erlbaum Associates.

  

Review Articles

  • Bamford, J., & Day, R. R. (1998). Teaching reading. Annual Review of Applied Linguistics, 18, 124–141. http://doi.org/10.1017/S0267190500003512
  • Bernhardt, E. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133–150. http://doi.org/10.1017/S0267190505000073
  • Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20, 463–494.
  • Carrell, P. L. (1988). SLA and classroom instruction: Reading. Annual Review of Applied Linguistics, 9, 223–242. http://doi.org/10.1017/S026719050000091X
  • Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553–573.
  • Connor, U. M. (1990). Discourse analysis and writing/ reading instruction. Annual Review of Applied Linguistics, 11, 164–180. http://doi.org/10.1017/S0267190500002026
  • Day, R. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136.
  • Geva, E., & Wang, M. (2001). The development of basic reading skills in children: A cross-language perspective. Annual Review of Applied Linguistics, 21, 182–204. http://doi.org/10.1017/S0267190501000113
  • Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44 –69. http://doi.org/10.1017/S0267190504000030
  • Hudson, T. (1998). Theoretical perspectives on reading. Annual Review of Applied Linguistics, 18, 43–60. http://doi.org/10.1017/S0267190500003470
  • Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70.
  • Nassaji, H. (2014). The role and importance of lower-level processes in second language reading. Language Teaching, 47(1), 1–37. http://doi.org/10.1017/S0261444813000396
  • Perkins, K. (1998). Assessing reading. Annual Review of Applied Linguistics, 18, 208–218. http://doi.org/10.1017/S026719050000355X
  • Stanovich, K. E. (1991). The psychology of reading: Evolutionary and revolutionary developments. Annual Review of Applied Linguistics, 12, 3–30. http://doi.org/10.1017/S0267190500002129
  • Weber, R. (1983). Reading: United States. Annual Review of Applied Linguistics, 4, 111–123. http://doi.org/10.1017/S0267190500000106
  • Williams, E., & Moran, C. (1989). Reading in a foreign language at intermediate and advanced levels with particular reference to English. Language Teaching, 22(4), 217–228. http://doi.org/10.1017/S0261444800014713
   

Introductory Books

  • Adams, M. J. (1994). Beginning to read: Thinking and learning about print. Cambridge, Massachusetts: The MIT Press.
  • Aebersold, J. A., & Field, M. L. (2011). From reader to reading teacher: Issues and strategies for second language classrooms (16th ed.). New York, NY: Cambridge University Press.
  • Alvermann, D. E., Unrau, N., & Ruddell, R. B. (2013). Theoretical models and processes of reading (6th ed.). Newark, DE: International Reading Association.
  • Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Heinle & Heinle.
  • Bamford, J., & Day, R. (2004). Extensive reading activities for teaching language. Cambridge, England: Cambridge University Press.
  • Barr, R., Kamil, M. L., Mosenthal, P. M., & Pearson, P. D. (Ed.). (1996). Handbook of reading research (Vol. Ⅱ). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carell, P., Devine, J., & Eskey, D. (1988). Interactive approaches to second language reading. Cambridge, England: Cambridge University Press.
  • Carter, R., & Nunan, D. (2001). The Cambridge guide to teaching English to speakers of the other language. Cambridge, England: Cambridge University Press.
  • Day, R., & Bamford, J. (1988). Extensive reading in the second language classroom. Cambridge, England: Cambridge University Press.
  • Day, R., Bassett, J., Bowler, B., Parminter, S., Bullard, N., Furr, M., Prentice, N., Mahmood, M., Stewart, D., & Robb, T. (2010). Bringing extensive reading into the classroom: A practical guide to introducing extensive reading and its benefits to the learner. Oxford, England: Oxford University Press.
  • Grabe, W. (2008). Reading in a second language: Moving from theory to practice. Cambridge, England: Cambridge University Press.
  • Grabe, W., & Stoller, F. (2013). Teaching and researching: Reading (2nd ed.). New York, NY: Routledge.
    Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (Ed.). (2000). Handbook of reading research (Vol. Ⅲ). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kamil, M. L., Pearson, P. D., Moje, E. B., & Afflerbach, P. P. (Ed.). (2011). Handbook of reading research (Volume Ⅳ). New York, NY: Routledge.
  • Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge, England: Cambridge University Press.
  • Nation, P. (2008). Teaching ESL/EFL reading and writing. New York, NY: Routledge.
  • Nuttall, C. (2005). Teaching reading skills in a foreign language (3rd ed.). London, England: Macmillan Education.
  • Nuttall, C. (2008). Teaching reading skills in a foreign language (3rd ed.). London, England: Macmillan.
  • O’malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York, NY: Cambridge University Press.
  • Wallace, C. (1992). Reading. Oxford, UK: Oxford University Press.
    

Recent Articles in IGSE Journals

2016

  • Aarts, R., Demir-Vegter, S., Kurvers, J., & Henrichs, L. (2016). Academic language in shared book reading: Parent and teacher input to mono- and bilingual preschoolers. Language Learning, 66(2), 263–295. http://doi.org/10.1111/lang.12152

  • Ahn, H. (2016). Predicting Korean EFL learners’ reading comprehension with decoding skills and oral vocabulary knowledge. 영어교육연구/English Languae Teaching, 28(1), 1–19. Retrieved from http://www.riss.kr/link?id=A101823130
  • Ahn, H. (2016). The importance of decoding skills in predicting vocabulary knowledge. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 3–26. Retrieved from http://www.riss.kr/link?id=A101958527
  • Allan, R. (2016). Lexical bundles in graded readers: to what extent does language restriction affect lexical patterning? System, 59, 61–72. http://doi.org/10.1016/j.system.2016.04.005
  • Aryadoust, V., & Zhang, L. (2016). Fitting the mixed Rasch model to a reading comprehension test: Exploring individual difference profiles in L2 reading. Language Testing, 33(4), 529–553. http://doi.org/10.1177/0265532215594640
  • Aukerman, M., & Chambers Schuldt, L. (2016). “The pictures can say more things”: change across time in young children’s references to images and words during text discussion. Reading Research Quarterly, 51(3), 267–287. http://doi.org/10.1002/rrq.138
  • Bae, H. S. (2016). Morphological awareness in reading comprehension: A secondary analysis. 영어교육연구/English Languae Teaching, 28(3), 1–18. Retrieved from http://www.riss.kr/link?id=A102117065
  • Bordag, D., Kirschenbaum, A., Opitz, A., Rogahn, M., & Tschirner, E. (2016). Incidental acquisition of grammatical features during reading in L1 and L2. Studies in Second Language Acquisition, 38(3), 445–483. http://doi.org/10.1017/S0272263115000315
  • Brinchmann, E. I., Hjetland, H. N., & Lyster, S.-A. H. (2016). Lexical quality matters: effects of word knowledge instruction on the language and literacy skills of third- and fourth-grade poor readers. Reading Research Quarterly, 51(2), 165–180. http://doi.org/10.1002/rrq.128
  • Cantrell, S. C., Almasi, J. F., Rintamaa, M., & Carter, J. C. (2016). Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study. The Journal of Educational Research, 109(1), 7–26. http://doi.org/10.1080/00220671.2014.917258
  • Caplan, D., Waters, G., Bertram, J., Ostrowski, A., & Michaud, J. (2016). Effects of written and auditory language-processing skills on written passage comprehension in middle and high school students. Reading Research Quarterly, 51(1), 67–92. http://doi.org/10.1002/rrq.126
  • Caponera, E., Sestito, P., & Russo, P. M. (2016). The influence of reading literacy on mathematics and science achievement. The Journal of Educational Research, 109(2), 197–204. http://doi.org/10.1080/00220671.2014.936998
  • Chang, C.-J., & Huang, C.-C. (2016). Mother–child talk during joint book reading in two social classes in Taiwan: Interaction strategies and information types. Applied Psycholinguistics, 37(2), 387–410. http://doi.org/10.1017/S0142716415000041
  • Chen, I.-J. (2016). Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: Effects of assessment methods. Computer Assisted Language Learning, 29(2), 413–426. http://doi.org/10.1080/09588221.2014.983935
  • Choi, S. (2016). Critical literacy in the EFL classroom: Perspectives of undergraduates on reading beyond the text. 영어어문교육/English Language & Literature Teaching, 22(3), 35–58. Retrieved from http://www.riss.kr/link?id=A102129548
  • Chou, I.-C. (2016). Reading for the purpose of responding to literature: EFL students’ perceptions of e-books. Computer Assisted Language Learning, 29(1), 1–20. http://doi.org/10.1080/09588221.2014.881388
  • Clifford, R. (2016). A rationale for criterion-referenced proficiency testing. Foreign Language Annals, 49(2), 224–234. http://doi.org/10.1111/flan.12201
  • Daskalovska, N. (2016). Acquisition of three word knowledge aspects through reading. The Journal of Educational Research, 109(1), 68–80. http://doi.org/10.1080/00220671.2014.918530
  • De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232–252. http://doi.org/10.1080/00220671.2014.942032
  • Dressman, M. (2016). Reading as the interpretation of signs. Reading Research Quarterly, 51(1), 111–136. http://doi.org/10.1002/rrq.114

  • Ernst, B. K., Wonder, K., & Adler, J. (2016). Developing a university learning community of critical readers and writers: the story of a liberal arts and IEP partnership. TESOL Journal, 7(1), 67–97. http://doi.org/10.1002/tesj.191
  • Filatova, O. (2016). More than a word cloud. TESOL Journal, 7(2), 438–448. http://doi.org/10.1002/tesj.251
  • Fitzgerald, J., Elmore, J., Relyea, J. E., Hiebert, E. H., & Stenner, A. J. (2016). Has first-grade core reading program text complexity changed across six decades? Reading Research Quarterly, 51(1), 7–28. http://doi.org/10.1002/rrq.115
  • Fricke, S., Szczerbinski, M., Fox-Boyer, A., & Stackhouse, J. (2016). Preschool predictors of early literacy acquisition in German-speaking children. Reading Research Quarterly, 51(1), 29–53. http://doi.org/10.1002/rrq.116
  • Gottardo, A., Pasquarella, A., Chen, X., & Ramirez, G. (2016). The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals. Applied Psycholinguistics, 37(5), 1083–1115. http://doi.org/10.1017/S0142716415000508
  • Grabe, W., & Zhang, C. (2016). Reading-writing relationships in first and second language academic literacy development. Language Teaching, 49(3), 339–355. http://doi.org/10.1017/S0261444816000082
  • Hamilton, S., Freed, E., & Long, D. L. (2016). Word-decoding skill interacts with working memory capacity to influence inference generation during reading. Reading Research Quarterly, 51(4), 391–402. http://doi.org/10.1002/rrq.148
  • Harsch, C., & Hartig, J. (2016). Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills. Language Testing, 33(4), 555–575. http://doi.org/10.1177/0265532215594642
  • Hong, W. (2016). The effect of summarizing task and interaction on Korean middle school students’ reading comprehension. 글로벌영어교육학회/Studies in English Education, 21(1), 39–71. Retrieved from http://www.riss.kr/link?id=A102042938
  • Huang, S., Orellana, P., & Capps, M. (2016). U.S. and Chilean college students’ reading practices: a cross-cultural perspective. Reading Research Quarterly, 51(4), 455–471. http://doi.org/10.1002/rrq.144
  • Hutchison, A. C., Woodward, L., & Colwell, J. (2016). What are preadolescent readers doing online? an examination of upper elementary students’ reading, writing, and communication in digital spaces. Reading Research Quarterly, 51(4), 435–454. http://doi.org/10.1002/rrq.146
  • Jensen, J. D., Christy, K., Krakow, M., John, K., & Martins, N. (2016). Narrative transportability, leisure reading, and genre preference in children 9–13 years old. The Journal of Educational Research, 109(6), 666–674. http://doi.org/10.1080/00220671.2015.1034351
  • Jian, Y.-C. (2016). Fourth graders’ cognitive processes and learning strategies for reading illustrated biology texts: eye movement measurements. Reading Research Quarterly, 51(1), 93–109. http://doi.org/10.1002/rrq.125
  • Joh, J. (2016). The role of text difficulty and topic familiarity in the contribution of working memory to L2 reading comprehension. 한국영어학/Korean Journal of English Language and Linguistics, 16(2), 143–168. Retrieved from http://www.riss.kr/link?id=O69667294
  • Jung, J. (2016). Effects of task complexity on L2 reading and L2 learning. 영어교육/ENGLISH TEACHING, 71(4), 141–166. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010025058661
  • Kabuto, B. (2016). The social construction of a reading (dis)ability. Reading Research Quarterly, 51(3), 289–304. http://doi.org/10.1002/rrq.135
  • Kang, H. A. (2016). Reading fluency and listening comprehension abilities as predictors of reading comprehension. 영어교육/ENGLISH TEACHING, 71(1), 3–24. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824270
  • Kim, G. M. (2016). Transcultural digital literacies: cross-border connections and self-representations in an online forum. Reading Research Quarterly, 51(2), 199–219. http://doi.org/10.1002/rrq.131
  • Kim, H.-R., & Shin, J. (2016). 다독 기반 영어 독서 멘토링 프로그램 실행에 대한 연구 A study of implementing a mentoring program based on extensive reading in English. 영어교육연구/English Languae Teaching, 28(1), 209–233. Retrieved from http://www.riss.kr/link?id=A101823136
  • Kim, J. (2016). Extensive reading in EFL contexts. 영어교육연구/English Languae Teaching, 28(2), 47–68. Retrieved from http://www.riss.kr/link?id=A101958674
  • Kim, J. Y. (2016). Effects of web-based learning on the L2 reading comprehension of Korean college students. 영상영어교육/STEM Journal, 17(1), 145–169. Retrieved from http://www.riss.kr/link?id=A101788926
  • Kim, Y., & Ma, J. H. (2016). The role of purposeful reading in L2 learners’ reading comprehension, task motivation, and perceived difficulty. 글로벌영어교육학회/Studies in English Education, 21(1), 73–95. Retrieved from http://www.riss.kr/link?id=A102042939
  • Ko, B.-A. (2016). Toward openness and sharing from closed individuality in online reading community. 영어교육연구/English Languae Teaching, 28(2), 69–94. Retrieved from http://www.riss.kr/link?id=A101958675
  • Learned, J. E. (2016). “Feeling like I’m slow because I’m in this class”: secondary school contexts and the identification and construction of struggling readers. Reading Research Quarterly, 51(4), 367–371. http://doi.org/10.1002/rrq.157
  • Lee, J. W. (2016). The role of vocabulary and grammar in different L2 reading comprehension measures. 영어교육/ENGLISH TEACHING, 71(3), 79–97. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971309
  • Lee, J., & Schallert, D. L. (2016). Exploring the reading–writing connection: a yearlong classroom-based experimental study of middle school students developing literacy in a new language. Reading Research Quarterly, 51(2), 143–164. http://doi.org/10.1002/rrq.132
  • Lee, L. W. (2016). Multisensory modalities for blending and segmenting among early readers. Computer Assisted Language Learning, 29(5), 1017–1032. http://doi.org/10.1080/09588221.2015.1129347
  • Lee, Y. (2016). 초등영어 교과서 읽기 텍스트의 어휘 난이도 Word difficulty of reading text in elementary school English textbooks. 외국어교육/Foreign Languages Education, 23(1), 221–242. Retrieved from http://www.riss.kr/link?id=A102073506
  • Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of grade 3 reading comprehension. Reading Research Quarterly, 51(4), 373–390. http://doi.org/10.1002/rrq.145
  • Li, H., Hunter, C. V., & Lei, P.-W. (2016). The selection of cognitive diagnostic models for a reading comprehension test. Language Testing, 33(3), 391–409. http://doi.org/10.1177/0265532215590848
  • Liu, J. (2016). How does studying abroad change chinese students’ choices of reading strategies. Canadian Modern Language Review, 72(1), 40–65. http://doi.org/10.3138/cmlr.2049
  • Manoli, P., Papadopoulou, M., & Metallidou, P. (2016). Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms. System, 56, 54–65. http://doi.org/10.1016/j.system.2015.11.003
  • Marzec-Stawiarska, M. (2016). The influence of summary writing on the development of reading skills in a foreign language. System, 59, 90–99. http://doi.org/10.1016/j.system.2016.04.006
  • McNeil, L., & Song, H. (2016). Collaborative computer-mediated reading: Documenting the frequency, mechanisms, and outcomes of peer help. 외국어교육/Foreign Languages Education, 23(2), 1–26. Retrieved from http://www.riss.kr/link?id=A102073542
  • Megino-Elvira, L., Martín-Lobo, P., & Vergara-Moragues, E. (2016). Influence of eye movements, auditory perception, and phonemic awareness in the reading process. The Journal of Educational Research, 109(6), 567–573. http://doi.org/10.1080/00220671.2014.994197
  • Min, M., & Lee, S. (2016). 어휘크기와 깊이가 영어 읽기이해 능력에 미치는 영향 The size and depth of vocabulary knowledge of Korean EFL university students and its role in reading comprehension. 영어교육연구/English Languae Teaching, 28(3), 91–106. Retrieved from http://www.riss.kr/link?id=A102117069
  • Muhammad, J., Lin, S. E., Abdul, R. M., & Shaik Abdul, M. M. I. (2016). Identifying reading strategies to teach literal, reorganisation and inferential comprehension questions to ESL students. The Journal of Asia TEFL, 13(3), 204–220. http://doi.org/10.18823/asiatefl.2016.13.3.3.204
  • Neugebauer, S. (2016). Stable or situated understandings of adolescent reading engagement across readers and raters. The Journal of Educational Research, 109(4), 391–404. http://doi.org/10.1080/00220671.2014.968914
  • Nielsen, A.-M. V. (2016). Boosting orthographic learning during independent reading. Reading Research Quarterly, 51(3), 305–322. http://doi.org/10.1002/rrq.140
  • Oh, E. J. (2016). Relationships among perceived self-efficacy, vocabulary and grammar knowledge, and L2 reading proficiency. 영어교육/ENGLISH TEACHING, 71(2), 3–29. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024893234
  • Oh, Rosa, Park, Youngmin, Lee, & Hee-Kyung. (2016). The effects of syntactically visualized text reading on English reading comprehension of middle school students in Korea. 어학연구/Language Research, 52(3), 581–610. Retrieved from http://www.dbpia.co.kr/Article/NODE07086681
  • Palacios, N., & Kibler, A. (2016). Oral English language proficiency and reading mastery: The role of home language and school supports. The Journal of Educational Research, 109(2), 122–136. http://doi.org/10.1080/00220671.2014.927341
  • Park, J. (2016). Integrating reading and writing through extensive reading. ELT Journal, 70(3), 287–295. http://doi.org/10.1093/elt/ccv049
  • Pasnak, R., Schmerold, K. L., Robinson, M. F., Gadzichowski, K. M., Bock, A. M., O’Brien, S. E., … Gallington, D. A. (2016). Understanding number sequences leads to understanding mathematics concepts. The Journal of Educational Research, 109(6), 640–646. http://doi.org/10.1080/00220671.2015.1020911
  • Pellicer-Sánchez, A. (2016). Incidental L2 vocabulary acquisition from and while reading: An eye-tracking study. Studies in Second Language Acquisition, 38(1), 97–130. http://doi.org/10.1017/S0272263115000224
  • Philippakos, Z. A., & MacArthur, C. A. (2016). The effects of giving feedback on the persuasive writing of fourth- and fifth-grade students. Reading Research Quarterly, 51(4), 419–433. http://doi.org/10.1002/rrq.149
  • Piper, B., & Zuilkowski, S. S. (2016). The role of timing in assessing oral reading fluency and comprehension in Kenya. Language Testing, 33(1), 75–98. http://doi.org/10.1177/0265532215579529
  • Pladevall-Ballester, E. (2016). CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics, 26(1), 52–74. http://doi.org/10.1111/ijal.12079
  • Polat, N., Zarecky-Hodge, A., & Schreiber, J. B. (2016). Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests. The Journal of Educational Research, 109(5), 541–553. http://doi.org/10.1080/00220671.2014.993461
  • Rivière, M. (2016). Readers’ emotions: a plurilingual perspective. Canadian Modern Language Review, 72(3), 312–338. http://doi.org/10.3138/cmlr.2968
  • Ro, E., & Park, J. (2016). Students’ attitudes toward undertaking writing activities on extensive reading. The Journal of Asia TEFL, 13(3), 186–203. http://doi.org/10.18823/asiatefl.2016.13.3.2.186
  • Rodgers, E., D’Agostino, J. V, Harmey, S. J., Kelly, R. H., & Brownfield, K. (2016). Examining the nature of scaffolding in an early literacy intervention. Reading Research Quarterly, 51(3), 345–360. http://doi.org/10.1002/rrq.142
  • Saletta, M., Goffman, L., & Brentari, D. (2016). Reading skill and exposure to orthography influence speech production. Applied Psycholinguistics, 37(2), 411–434. http://doi.org/10.1017/S0142716415000053
  • Sao, B. T. (2016). Implicit and explicit grammatical knowledge in predicting reading comprehension of Vietnamese EFL learners. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 175–201. Retrieved from http://www.riss.kr/link?id=A101958521
  • Schiefele, U., & Schaffner, E. (2016). Factorial and construct validity of a new instrument for the assessment of reading motivation. Reading Research Quarterly, 51(2), 221–237. http://doi.org/10.1002/rrq.134
  • Sheriston, L., Critten, S., & Jones, E. (2016). Routes to reading and spelling: testing the predictions of dual-route theory. Reading Research Quarterly, 51(4), 403–417. http://doi.org/10.1002/rrq.143
  • Shum, K. K., Ho, C. S.-H., Siegel, L. S., & Au, T. K. (2016). First-language longitudinal predictors of second-language literacy in young L2 learners. Reading Research Quarterly, 51(3), 323–344. http://doi.org/10.1002/rrq.139
  • Silver, R. E., & Png, J. (2016). Learning to lead reading comprehension discussion. RELC Journal, 47(1), 71–78. http://doi.org/10.1177/0033688215609217
  • Spichtig, A. N., Hiebert, E. H., Vorstius, C., Pascoe, J. P., David Pearson, P., & Radach, R. (2016). The decline of comprehension-based silent reading efficiency in the United States: a comparison of current data with performance in 1960. Reading Research Quarterly, 51(2), 239–259. http://doi.org/10.1002/rrq.137
  • Sun, Z., Yang, X. M., & He, K. K. (2016). An extensive reading strategy to promote online writing for elementary students in the 1:1 digital classroom. Computer Assisted Language Learning, 29(2), 398–412. http://doi.org/10.1080/09588221.2014.974860
  • Tarchi, C., & Pinto, G. (2016). Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text’s meaning. The Journal of Educational Research, 109(5), 518–530. http://doi.org/10.1080/00220671.2014.992583
  • Tragant, E., Muñoz, C., & Spada, N. (2016). Maximizing young learners’ input: an intervention program. Canadian Modern Language Review, 72(2), 234–257. http://doi.org/10.3138/cmlr.2942
  • Tschirner, E. (2016). Listening and reading proficiency levels of college students. Foreign Language Annals, 49(2), 201–223. http://doi.org/10.1111/flan.12198
  • Veenendaal, N. J., Groen, M. A., & Verhoeven, L. (2016). The contribution of segmental and suprasegmental phonology to reading comprehension. Reading Research Quarterly, 51(1), 55–66. http://doi.org/10.1002/rrq.127
  • Wang, Y., & Mcbride, C. (2016). Character reading and word reading in Chinese: Unique correlates for Chinese kindergarteners. Applied Psycholinguistics, 37(2), 371–386. http://doi.org/10.1017/S014271641500003X
  • Webb, S. (2016). Learning vocabulary through meaning-focused input: replication of Elley (1989) and Liu & Nation (1985). Language Teaching, 49(1), 129–140. http://doi.org/10.1017/S0261444815000051
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