Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Foreign Language Annals | 6 |
Author
| Sparks, Richard L. | 3 |
| Koda, Keiko | 1 |
| Luebbers, Julie | 1 |
| Meir, Irit | 1 |
| Miller, Paul | 1 |
| Patton, Jon | 1 |
| Rosenstein, Ofra | 1 |
| Sarah Albrecht | 1 |
| Zhang, Haomin | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Evaluative | 1 |
Education Level
| High Schools | 4 |
| Secondary Education | 4 |
| Adult Education | 1 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSarah Albrecht – Foreign Language Annals, 2025
This exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)-second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL-L2 secondary Spanish classrooms at a suburban…
Descriptors: Native Language, Second Language Learning, Native Language Instruction, Second Language Instruction
Zhang, Haomin; Koda, Keiko – Foreign Language Annals, 2021
This study explored the role of early oral language in reading development among adult heritage language (HL) learners to provide insights into the possible developmental pattern of HL reading development. One hundred and ninety-five English-speaking Chinese HL (CHL) students participated in this study. They completed a language background survey…
Descriptors: Oral Language, Heritage Education, Morphology (Languages), Language Role
Rosenstein, Ofra; Meir, Irit; Miller, Paul – Foreign Language Annals, 2020
The study explored the contribution of prior knowledge and reliance on L1 syntactic knowledge to L2 written sentence comprehension. Participants, 102 native Hebrew speakers at three education levels (junior high, high school, and postsecondary), answered questions in two sentence categories: Semantically plausible sentences that readers can…
Descriptors: Prior Learning, Sentences, Reading Comprehension, Native Language
Sparks, Richard L. – Foreign Language Annals, 2019
Studies have shown that U.S. learners' proficiency in reading and listening comprehension lags behind their ability to decode words. Recent studies have found that even after 3 years of high school L2 courses, U.S. students fail to develop minimal proficiency in reading comprehension. This paper suggests that while cognitive factors (word decoding…
Descriptors: Second Language Learning, Second Language Instruction, Psychological Patterns, Reading Comprehension
Sparks, Richard L.; Patton, Jon; Luebbers, Julie – Foreign Language Annals, 2018
Second language (L2) educators have proposed a unique anxiety for general L2 learning and an anxiety specific to L2 reading. Since the early 1990s, the L2 anxiety concept has been challenged on theoretical and empirical grounds. In this investigation, U.S. high school L2 learners were administered the Foreign Language Reading Anxiety Scale (FLRAS)…
Descriptors: Anxiety, Second Language Learning, Second Language Instruction, Reading Comprehension
Sparks, Richard L. – Foreign Language Annals, 2015
The simple view of reading (SVR) model proposes that reading comprehension is the product of word decoding and language comprehension, and that both components make independent contributions to reading skill (Gough & Tunmer, 1986). The model posits that there are good readers and three types of poor readers--dyslexic, hyperlexic, and garden…
Descriptors: Second Language Learning, Reading Comprehension, Profiles, Spanish
