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Teaching and Developing Reading Skills

Published on Dec 28, 2019in Elt Journal1.351
· DOI :10.1093/elt/ccz031
Abstract
  • References (6)
  • Citations (0)
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References6
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#1Paul Nation (Victoria University of Wellington)H-Index: 28
Vocabulary learning requires two basic conditions – repetition (quantity of meetings with words) and good quality mental processing of the meetings. Other factors also affect vocabulary learning. For example, learners may differ greatly in their motivation to engage in learning, and words may differ greatly in their learning burden. However, without quantity and quality of processing, learning cannot occur. The greater the number of repetitions, the more likely learning is to occur. The deeper a...
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#1Johannes C. Ziegler (AMU: Aix-Marseille University)H-Index: 52
#2Daisy Bertrand (AMU: Aix-Marseille University)H-Index: 11
Last. Leo Blomert (UM: Maastricht University)H-Index: 34
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Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying at differing positions along a transparency contin...
385 CitationsSource
This article has two goals: to report on the trialling of fourteen 1,000 word-family lists made from the British National Corpus, and to use these lists to see what vocabulary size is needed for unassisted comprehension of written and spoken English. The trialling showed that the lists were properly sequenced and there were no glaring omissions from the lists. If 98% coverage of a text is needed for unassisted comprehension, then a 8,000 to 9,000 word-family vocabulary is needed for comprehensio...
545 CitationsSource
Many language courses now offer access to simplified materials graded at various levels of proficiency so that learners can read at length in their new language. An assumed benefit is the development of large and rapidly accessed second language (L2) lexicons. Studies of such extensive reading (ER) programs indicate general language gains, but few examine vocabulary growth; none identify the words available for learning in an entire ER program or measure the extent to which participants learn th...
197 CitationsSource
#1Min Wang (UMD: University of Maryland, College Park)H-Index: 20
#2Keiko Koda (CMU: Carnegie Mellon University)H-Index: 25
Last. Charles A. Perfetti (University of Pittsburgh)H-Index: 76
view all 3 authors...
Abstract Different writing systems in the world select different units of spoken language for mapping. Do these writing system differences influence how first language (L1) literacy experiences affect cognitive processes in learning to read a second language (L2)? Two groups of college students who were learning to read English as a second language (ESL) were examined for their relative reliance on phonological and orthographic processing in English word identification: Korean students with an a...
214 CitationsSource
#1William GrabeH-Index: 21
Contents General Editors' Preface Authors' Acknowledgements and Dedication Publisher's Acknowledgements Introduction Section I: Understanding L2 reading 1 The nature of reading abilities 1.1 Purposes for reading 1.2 Defining fluent reading comprehension 1.3 Describing how reading works: Components of reading abilities 1.4 Synthesising research perspectives: Models of reading 1.5 Conclusion 2 Comparing L1 and L2 reading 2.1 Linguistic and processing differences between L1 and L2 readers 2.2 Indiv...
636 Citations
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