Teaching Second Language Reading

Hudson, Thom

doi:10.1093/elt/ccn061

Cited by 176 publications

(259 citation statements)

References 1 publication

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“…Specifically, the second construct, regulation of cognition, was mainly explored in this study. Learners who have a high level of metacognition tend to plan ahead, employ specific strategies to suit their reading goal, monitor through regulating and redirecting strategies to accomplish the goal, and evaluate the strategy use (Hudson, 2007). Therefore, many researchers appear to agree that regulation of cognition involves three executive processes; planning, monitoring, and evaluation (Harris, Santangelo, & Graham, 2010;McCormick, 2003;Phakiti, 2008;Schraw, 1998) which display overt motor behaviors of regulation.…”

Section: Regulation Of Cognitionmentioning

confidence: 99%

“…Researchers have placed an emphasis on 'explicitness' in strategy training (Hudson, 2007). Explicit strategy training generally provides direct explanation about topic strategies focusing on the knowledge of strategy use such as what strategies are, and when, how, and why to use them, followed by a teacher's think-aloud modelling (Aghaie & Zhang, 2012;Baumann et al, 1993;Bereiter & Bird, 1985;Dewitz, Jones, & Leahy, 2011;McKeown & Gentilucci, 2007).…”

Section: Reading Strategy Training In An Efl Settingmentioning

confidence: 99%

“…Reading research has suggested that successful readers tend to read strategically as active agents to fulfill their goals based on metacognition which fosters learners to become more self-regulated readers (Grabe, 2009;Hudson, 2007;Zhang, 2010). Effective regulation promotes reading comprehension (Anderson, 1991;Baker, 2002;Grabe, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

Kim¹,

Cha

2015

ELT

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The primary goal of this study was to explore the changes that four Korean university students made in their regulation of cognition during reading processes. The students were trained using explicit reading strategy instruction based on the CALLA model. To this end, first, metacognition was framed and categorized by the definition from Baker and Brown (1984) and, second, a scoring scale for measuring the readers' regulation of cognition was developed based on the study by Block (1992) to examine and trace any changes in their regulation processes. For data analyses, the participants' think-aloud protocols were used. The results indicate that there were marked changes in the frequencies of their regulation processes over time. Specifically, the students' overt strategic and regulatory behaviors in a regulation process showed more flexibility and organization toward the end of the strategy training. This study suggests that students would benefit from being provided with sufficient time for practice in order to build effective regulation of cognition in reading processes and that the teacher should understand the complex nature of the regulation processes that students go through. In addition, think-aloud procedures as an instructional tool for effective strategy training was shown to be a worthwhile technique in the classroom.

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Section: Regulation Of Cognitionmentioning

confidence: 99%

Section: Reading Strategy Training In An Efl Settingmentioning

confidence: 99%

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Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

Kim¹,

Cha

2015

ELT

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“…Similarly, Al-Issa (2006) suggests that readers use their schemata to build up a meaningful image of the text. Drawing on earlier work including that of Anderson and Pearson (1984), Carrell et al (1988), and Hudson (2007), AlIssa (2006) defines a schema as a collection of default ideas, principles and judgments about events and locations. The collection contains different folders which store specific information about a topic, and play a major role in guiding the reader to the meaning of the text.…”

Section: Journal Of Language Teaching and Research 525mentioning

confidence: 99%

The Effect of Familiarity with Content Knowledge on Iranian Medical Students’ Performance in Reading Comprehension Texts: A Comparative Study of Medical and TEFL Students

Ashrafzadeh

Don

Meshkat

2015

JLTR

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Abstract-This study considers the effect of relevant background knowledge (schema) on reading comprehension in a group of Iranian medical students. The participants were selected using random sampling from two different groups: thirty students enrolled in an MA course in TEFL, and thirty medical students in years 4 to 7 of a seven year medical course. The selection requirement for all participants was an IELTS score of between 6 and 7. All participants were asked to respond to two texts. The first was an academic text with a tendency towards using sub-technical medical terms (e.g. asthma, air ventilation), and which was part of a sample text for an IELTS reading skill test. The second text contained highly technical or subject-specific medical terms from neurology as a specific area of medicine. Both texts were selected by a medical specialist who had also taught English for Medical Purposes (EMP) for several years in medical colleges in Iran. After reading each text, students were asked to answer questions based on the text. The results obtained from an analysis of the scores using SPSS indicated that background knowledge plays an important role in text reading comprehension for medical students in Iran (p< 0.05). The study also considered the three phases of reading (pre-reading, reading, and post-reading) and ways to build and activate background knowledge (schema) to achieve better reading comprehension.

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“…Studies which identified hierarchies of difficulty of subskills include Clymer (1968), as noted by Hudson (2007), who believes the categories in his taxonomy are arranged from easy to difficult in the following order: literal comprehension, reorganization, inferential comprehension, evaluation, and appreciation. Mecartty (1998) also identified three subskills of locating details, simple inferential skills, and complex inferential skills and examined the possibility of identifying a hierarchy for them.…”

Section: Hierarchies Of Reading Sub-skillsmentioning

confidence: 99%

The Relative Difficulty and Significance of Reading Skills

Hessamy¹,

Sadeghi²

2013

IJELE

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The importance of reading in English as a foreign language has resulted in numerous studies on the construct of reading and the nature of its underlying skills. This study investigated the possibility of any hierarchical relationship among a set of hypothesized reading comprehension (RC) subskills measured by IELTS in terms of two important criteria of relative difficulty and significance. Furthermore, it examined the relationship between the level of difficulty and significance of the subskills. To this end, five reading subskills that are most frequently referred to in the literature were selected and presented to six expert judges in order to assign them to IELTS reading items. The results showed considerable agreement among judges on matching test items with the subskills. Then, the selected items were administered to 180 Iranian English majors. Analysis of data, using repeated measure ANOVA, showed significant differences among mean scores on four, out of five, reading subskills in terms of difficulty; therefore, a hierarchy of difficulty was identified. In addition, using structural equation modeling, contribution of each of the five subskills to the construct of reading ability turned out to be significant indicating a hierarchy of relative contribution to overall RC ability among the specified subskills. However, Spearman rank order correlation showed no significant relationship between difficulty level and relative contribution to the totality of RC. The findings have implications for test construction as well as teaching and material development.

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Teaching Second Language Reading

Cited by 176 publications

References 1 publication

Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

The Effect of Familiarity with Content Knowledge on Iranian Medical Students’ Performance in Reading Comprehension Texts: A Comparative Study of Medical and TEFL Students

The Relative Difficulty and Significance of Reading Skills

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