Reading in a Second Language: A Reading Problem or a Language Problem?

Wurr, Adrian J.

doi:10.1080/10790195.2003.10850146

Cited by 17 publications

(14 citation statements)

References 5 publications

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“…Mario's perceptions of L1 and L2 reading seem to confirm what other researchers ( Jung, 1992;Kim, Chin, & Goodman, 2004;Wurr, 2003) have noted about the impact a reader's perception of reading can have on his or her reading process. If L2 readers perceive L1 and L2 reading differently, then they are likely to employ different strategies, though not necessarily different processes, in reading each language.…”

Section: Mariosupporting

confidence: 84%

Retrospective Miscue Analysis With Proficient Adult ESL Readers

Wurr

Theurer²,

Kim

2008

J Adolescent & Adult Lit

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This article reports recent research investigating the use of retrospective miscue analysis (RMA) as an instructional strategy with proficient second‐language (L2) readers. RMA aims to heighten a reader's awareness of the reading process by involving readers in detailed analysis of their oral reading behavior. Using a cross‐case analysis of three adult L2 readers, the article notes the impact of instruction on each reader's attitudes, strategy use, and metalinguistic knowledge. Variables such as the reader's L1 and proficiency level, text familiarity, and level of difficulty are discussed. By engaging readers in the process of analyzing their own miscues, teacher‐researchers can raise readers' awareness of their own reading strategies, building on their strengths as readers while also dispelling any misconceptions about the reading process in general. تعرض هذه المقالة أبحاث علمية تم القيام بها في الأونة الأخيرة تقتصى استخدام تحليل الخطأ المراجعي كاستراتيجية تعليمية مع قراء اللغة الثانية. ويهدف تحليل الخطأ المراجعي إلى توعية الفرد على عملية القراءة بواسطة إدخال القراء في تحليل مفصّل لتصرفاتهم عند القراءة الجهرية. وتذكر هذه المقالة تأثير التعليم على كل قارئ على حدة من حيث المزاج واستخدام الاستراتيجية والمعرفة ما فوق اللغة مستخدماً تحليل حالات مختلفة لثلاثة من قراء اللغة الثانية الكبار. لقد تم نقاش المتغيرات مثل مستوى كفاءة القارئ في لغته الأولى وألفته بالنص ومستوى الصعوبة. إذ يستطيع المعلمون والباحثون توعية القراء باستراتيجياتهم القرائية من خلال إدخالهم في عملية تحليل أخطائهم وبالتالي هذا يتم على قواهم كقراء وفي الوقت ذاته يزيل أي فكرة خاطئة عن عملية القراءة بصورة عامة. 本文报告最新有关使用回顾性异读分析方法的研究，该分析方法可以作为第二语言熟练读者的教学策略之用。回顾性异读分析的目的是通过读者进行详细分析他们的朗读行为而提高他们对阅读过程的意识。本文通过对三个成年第二语言读者的跨案例分析，记录了这教学法对每一个读者的态度、策略运用及元语言知识的影响。本文更讨论研究中的变数，例如读者的第一语言及其水平，和对语篇的熟悉程度及阅读困难程度。教师研究者，可以带领读者投入分析他们自己的异读过程，提高他们对运用阅读策略的意识，增强他们已有的阅读能力，及消除他们对一般阅读的错误概念。 Cet article se rapporte aux recherches récentes qui examinent l'utilisation de l'analyse rétrospective des erreurs (RMA) en tant que stratégie pédagogique avec des lecteurs compétents en anglais langue seconde (L2). RMA a pour but d'élever la conscience du processus de lecture d'un individu donné en impliquant le lecteur dans une analyse détaillée de son comportement en lecture orale. A l'aide de l'analyse inter‐cas de trois lecteurs adultes en L2, l'article relève l'impact qu'a l'enseignement sur les attitudes du lecteur, la stratégie utilisée et les connaissances métalinguistiques. On discute des variables telles que le lecteur en L1 et son niveau de compétence, la familiarité du texte et le niveau de difficulté. En plaçant les lecteurs dans un processus d'analyse de leurs propres erreurs, les chercheurs‐professeurs peuvent élever la conscience qu'ont les lecteurs de leurs stratégies personnelles de lecture, s'appuyant sur leurs forces en tant que lecteurs, tout en dissipant les représentations erronées qu'ils peuvent avoir du processus de lecture en général. В статье описывается исследование ретроспективного анализа допущенных при чтении неточностей (RMA) как метода обучения второму языку достат...

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Section: Mariosupporting

confidence: 84%

Retrospective Miscue Analysis With Proficient Adult ESL Readers

Wurr

Theurer²,

Kim

2008

J Adolescent & Adult Lit

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“…One argument as indicated in Table 2 is that English as the language of teaching and learning is also a strong predictor for academic excellence at university. That being said, there is a language problem that impacts greatly on the academic performance of students (Wurr 2003). Accordingly, the assessment of competence in terms of language, or the use of language criteria for admission, is considered to be important for the purposes of determining access to higher education, in order to ensure that students will cope with the use of the language of teaching and learning of the institutions (Koch and Dornbrack 2008).…”

Section: Marnewickmentioning

confidence: 99%

The mystery of student selection: are there any selection criteria?

Marnewick

2012

Educational Studies

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First-year students are still failing at an alarming rate. This is an international issue that universities face and there is currently no clear indication of the cause of the problem as universities move from being elite to providing mass education. This article examines the possible correlation between students' high school performance and first-year performance. The focus is primarily on the students' performance in mathematics and English. National Senior Certificate results as well as academic and mathematics competency results are used to determine any correlations and therefore any predictors. The research is done to determine whether these results are a true reflection of a student's performance and can be used as selection criteria. The results were disappointing since no correlation was found between students' high school performance and first-year performance. There is an indication, however, that the competency results might be an indicator. The results imply that more research is needed and that the current selection criteria are either not valid or need to be adjusted. IntroductionGrade 12 learners that enrol for studies at any South African (SA) university are not prepared for the challenges of tertiary studies. This is specifically applicable to students who enrol for studies in the information technology (IT) disciplines.The problem that IT departments at SA universities experience is that first-year students do not perform well and that there is a significant dropout in the first year of studies. Departments are making extensive use of Grade 12 results focusing on mathematics and English as predictors of future performance. The question posed in this article is whether mathematics and English are relevant in selecting prospective students. The problem at this point in time is that results from the new National Senior Certificate (NSC) introduced at the end of 2008 are the only guidance that IT departments have to select students. The question arises whether these results are a fair determination of a learner's future performance at a university.Various studies worldwide as well as in South Africa have tried to indicate what predictors universities can utilise to determine future success of students. This has become more and more of a problem as universities move from being elitist to providing mass education. Research was done in Australia to determine how students from various cultures and academic backgrounds can be successfully incorporated into universities. The research is still ongoing but the indication is that students need more

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“…Although L1 and L2 reading present many qualitative differences (Grabe & Stoller, ), it is also true that some higher order processes (e.g., reading strategies, inferencing) as well as certain metalinguistic skills are not language specific and are more prone to crosslinguistic transfer (Cummins, ). The potential for crosslinguistic transfer has inspired researchers to investigate whether the difficulties of reading in L2 arise more from the reader's linguistic knowledge of L2 (e.g., vocabulary, grammar) or other, language‐general reading processes (Alderson, ; August, ; Bernhardt & Kamil, ; Bribois, 1995; Hacquebord, ; Wagner, Spratt, & Ezzaki, ; Wurr, ). Related to this, researchers have also investigated whether a certain level of L2 proficiency is necessary for transfer to happen (known as the Language Threshold Hypothesis; e.g., Cummins, ), and as we will explain later, this possibility was inspected in our moderator analyses.…”

Section: Background To the Meta‐analysismentioning

confidence: 99%

L2 Reading Comprehension and Its Correlates: A Meta‐Analysis

2014

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The present meta‐analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage‐level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high‐evidence correlates (with 18 or more accumulated effect sizes: L2 decoding, L2 vocabulary knowledge, L2 grammar knowledge, first language [L1] reading comprehension), and six low‐evidence correlates (L2 phonological awareness, L2 orthographic knowledge, L2 morphological knowledge, L2 listening comprehension, working memory, metacognition) were included in the study. For the four high‐evidence correlates, a series of moderator analyses were also carried out to examine the effects of age, L2 proficiency, L1–L2 script and language distance, and measurement characteristics. The results showed that L2 grammar knowledge (r = .85), L2 vocabulary knowledge (r = .79), and L2 decoding (r = .56) were the three strongest correlates of L2 reading comprehension. The six low‐evidence correlates had moderate‐to‐strong mean correlations, with L2 listening comprehension being the strongest correlate (r = .77) and metacognition (r = .32) being the weakest correlate. Age, some measurement characteristics, and L1–L2 language distance were found to be significant moderators for some reading components.

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Reading in a Second Language: A Reading Problem or a Language Problem?

Cited by 17 publications

References 5 publications

Retrospective Miscue Analysis With Proficient Adult ESL Readers

Retrospective Miscue Analysis With Proficient Adult ESL Readers

The mystery of student selection: are there any selection criteria?

L2 Reading Comprehension and Its Correlates: A Meta‐Analysis

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