Current Developments in Second Language Reading Research

Abstract

Both reading research and practice have undergone numerous changes in the 25 years since TESOL was first established. The last decade, in particular, has been a time of much first and second language research, resulting in many new insights for reading instruction. The purpose of this article is to bring together that research and its implications for the classroom. Current reading research follows from certain assumptions on the nature of the reading process; these assumptions are reviewed and general perspectives on the reading process are presented. Specific attention is then given to interactive approaches to reading, examining research which argues that reading comprehension is a combination of identification and interpretation skills. Reading research in second language contexts, however, must also take into account the many differences between L1 and L2 reading. From the differences reviewed here, it is evident that much more second language reading research is needed. Five important areas of current research which should remain prominent for this decade are reported: schema theory, language skills and automaticity, vocabulary development, comprehension strategy training, and reading‐writing relations. Implications from this research for curriculum development are briefly noted.

Understanding online reading through the eyes of first and second language readers: An exploratory study

“…First, the majority of studies on online and offline reading literacies focus mainly on the "interactive", "flexible", and "gradually developing" attributes of fluent reading (Grabe, 1991). This group of studies examined how learners interacted and dialoged with the object, context and resources; how learners employed different reading strategies in different reading environments; and how learners needed to be diligent as the development of fluent reading skills is a longterm effort and commitment.…”

“…According to Grabe (1991), "the reader has a purpose for reading, whether it is for entertainment, information, research, and so on. … The reader typically expects to understand what s/he is reading" (p. 378).…”

“…Nor should we assume that same models exist across old/new literacy divide. While many literacy studies indicate the benefit of cross-referencing literacy research on first language (L1) and second language (L2) readers to understand new literacy phenomenon (Grabe, 1991), there is a dearth of empirical studies specifically designed to compare L1 and L2 readers' new literacy in general and their online reading patterns and comprehension in particular.…”

“…The purpose of this study was, therefore, to compare L1 and L2 readers' online reading patterns and comprehension to better understand "fluent reading" (Grabe, 1991) in the context of new literacy. According to Grabe (1991), "fluent reading is rapid, purposeful, interactive, comprehending, flexible, and gradually developing" (p.378).…”

“…According to Grabe (1991), "fluent reading is rapid, purposeful, interactive, comprehending, flexible, and gradually developing" (p.378). These six attributes of fluent reading encompass different components of reading literacy.…”