A Test of Reading Following Comprehension Training

Reeds, James A.; Winitz, Harris; García, Paul A.

doi:10.1515/iral.1977.15.1-4.307

Cited by 11 publications

(4 citation statements)

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“…The interpretation of the findings from these and other studies like them led the field to believe that the second language issue was either a "grammar issue" (if one looks at the result of the cloze studies) or a "prior knowledge issue" as in the case of the latter investigations. There were, of course, individuals who investigated word-level and phonological issues (Bernhardt, 1983;Favreau, Komoda, & Segalowitz, 1980;Favreau & Segalowitz, 1982;Hatch, Polin, & Part, 1974;Hayes, 1988;Haynes, 1981;Koda, 1987;Muchisky, 1983;Reeds, Winitz, & Garcia, 1977; among others). The variables were examined using classic quantitative research techniques and dependent measures such as time of voice onset and reading aloud.…”

Section: Groundbreaking Work: the 1970s And 1980smentioning

confidence: 99%

Progress and Procrastination in Second Language Reading

Bernhardt¹

2005

Ann Rev Appl Linguist

205

162

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This chapter presents a model of second language reading that illustrates the evolution of research and thought from the 1970s and 1980s, characterized as being influenced extensively by schema theory and psycholinguistics, and from 1990s thought and research that investigated the interdependence of language and literacy hypothesis versus the threshold hypothesis. The chapter then synthesizes the perspectives by acknowledging the necessary components of a contemporary L2 reading model, including L1 literacy level, L2 knowledge level, recognizing the interactions of background knowledge, processing strategies, vocabulary level, relationships between and among various cognate and non-cognate L1s and L2s, as well as the need to examine emerging L1/L2 readers in addition to adult L2 readers. The review argues for a compensatory processing conceptualization: one that recognizes that knowledge sources act in an interactive, synergistic fashion, not an additive one. Finally, the chapter notes a set of impediments to conducting research in the field: assessing subjects in languages unknown to researchers and the assessment of L1 literacy in an array of languages, and concludes with the recognition that second language reading is a critical area for research and scholarship well beyond the borders of applied linguistics.

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Section: Groundbreaking Work: the 1970s And 1980smentioning

confidence: 99%

Progress and Procrastination in Second Language Reading

Bernhardt¹

2005

Ann Rev Appl Linguist

205

162

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“…Special thanks for their assistance in that research are due to Nancy Ainsworth, Paul Munsell, and James Stalker, M S U . of a group of second language listening researchers who found that beginning students enrolled in aural comprehension training also demonstrated improvement in their reading comprehension (Asher et al, 1974;Postovsky, 1974;Reeds et al, 1977).…”

Section: Introductionmentioning

confidence: 99%

Semantic versus Syntactic Cues in Listening Comprehension

Conrad

1985

Stud Sec Lang Acq

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Studies have shown that less fluent non-native readers cannot make full use of semantic-level cues. Non-natives direct proportionately more attention than natives to syntactic and graphophonic information. This study asked whether a similar difference would be found between native and non-native listeners. Three groups were tested: native English-speakers and advanced and intermediate non-natives. After hearing a text, subjects were given a 55-item cloze test. It was hypothesized that with a subject's increased proficiency in the language, processing would show progressively greater attention to semantic than to syntactic or phonological cues. The cloze test was scored using a diagnostic scoring procedure developed by Clarke and Burdell (1977). Results confirmed the hypothesis. Semantically acceptable responses increased progressively for intermediate, advanced, and native groups, while responses based on syntactic structure decreased.

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“…(See also Montgomery, 1977;Morrison, 1974;Murphy & Candlin, 1979;and Lanham, 1981). (A spin-off of improved LC seems to be reflected in better reading comprehension, as demonstrated by, amongst others, Reeds et al, 1977. ) 5.4.…”

Section: Variation In Listening Materialsmentioning

confidence: 82%

Listening comprehension (Part II)

Dirven

Oakeshott-Taylor

1985

Lang. Teach.

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In human interaction, speakers and listeners rely on a number of interactional conventions, they make assumptions about each other's knowledge and likely behaviour, and they have internalised a set of textual schemata. These phenomena are studied in linguistic sub-disciplines such as pragmatics and text linguistics, and they are obviously implicated in the decoding processes at work during LC. As such, they cannot be omitted from this survey article. Unfortunately, however, relatively little research has been carried out on their role in listening processes and strategies. We shall therefore try to characterise the nature of the problem by referring to the more general descriptions of the comprehension process undertaken by Labov and Beaugrande, and conclude by mentioning some aspects of artificial intelligence research-a field of study which has endeavoured to come to terms with the way language comprehension is dependent on cognitive schemata.

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A Test of Reading Following Comprehension Training

Cited by 11 publications

References 0 publications

Progress and Procrastination in Second Language Reading

Progress and Procrastination in Second Language Reading

Semantic versus Syntactic Cues in Listening Comprehension

Listening comprehension (Part II)

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