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Direct linkNoam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Panpan Yao; David Hall; Hagit Borer; Linnaea Stockall – Second Language Research, 2024
It remains unclear whether late second language learners (L2ers) can acquire sufficient knowledge about unique-to-L2 constructions through implicit learning to build anticipations during real-time processing. To tackle this question, we conducted a visual world paradigm experiment to investigate high-proficiency late first-language Dutch…
Descriptors: Indo European Languages, Mandarin Chinese, Second Language Learning, Prediction
Yunchuan Chen; Tingting Huan – Second Language Research, 2024
Quantifier-Negation sentences allow an inverse scope reading in Tibetan but not in Chinese. This difference can be attributed to the underlying syntactic difference: the negation word can be raised at Logical Form in Tibetan but not in Chinese. This study investigated whether Chinese-dominant Tibetan heritage speakers know such difference. We…
Descriptors: Sentence Structure, Sino Tibetan Languages, Native Language, Reading Processes
Jacee Cho – Second Language Research, 2024
Using self-paced reading, the present study compared native English and adult L1-Korean-L2-English speakers' processing behaviors during online comprehension of underinformative scalar sentences and non-scalar sentences like "Some/All elephants have trunks and ears." Results indicate that native speakers showed online sensitivity (i.e.…
Descriptors: Native Language, Second Language Learning, Adult Learning, Second Language Instruction
Download full textBrahim Outamgharte; Mohamed Yeou; Hicham Zyad – Anatolian Journal of Education, 2024
Recent research on English as a foreign language (EFL) vocabulary instruction has surged due to its inherent importance and the challenge it poses, given the vast number of words in languages. Many studies explored how reading enhances EFL students' vocabulary. However, empirical studies on how narrow reading aids beginners' vocabulary growth are…
Descriptors: High School Students, Receptive Language, Vocabulary Skills, Reading Skills
Rachael Gabriel; Francesca López – Educational Psychologist, 2024
In this paper, we present an Asset-Based Interactive View of Reading that builds on the Active View of Reading, Self-Determination Theory, and Asset-Based Pedagogy to consider the role of students' individual, linguistic, and cultural resources in understanding reading processes. We begin by discussing some of the limitations with the ways Science…
Descriptors: Reading Instruction, Reading Motivation, Reading Processes, Reading Research
Lupker, Stephen J.; Spinelli, Giacomo; Davis, Colin J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
A word's exterior letters, particularly its initial letter, appear to have a special status when reading. Therefore, most orthographic coding models incorporate assumptions giving initial letters and, in some cases, final letters, enhanced importance during the orthographic coding process. In the present article, 3 masked priming experiments were…
Descriptors: Alphabets, Reading Processes, Priming, Decision Making
Boldt, Gail; Leander, Kevin M. – Reading Psychology, 2020
Working through four key tenets of Deleuze-Guattarian theory, the authors describe how contemporary affect theory offers a radically different perspective on reading. Asking how we can conceptualize reading differently if we conceptualize affect differently, we argue that possible meanings of reading or experiences of reading must be considered…
Descriptors: Reading Research, Educational Theories, Affective Behavior, Reading Processes
Lewkowich, David; Miller Stafford, Michelle – SANE Journal: Sequential Art Narrative in Education, 2020
As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading "The Freddie Stories" presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between…
Descriptors: Literary Devices, Trauma, Reading Processes, Reading Comprehension
Sunde, Kristin; Furnes, Bjarte; Lundetrae, Kjersti – Scientific Studies of Reading, 2020
Learning the relationships between letters and sounds is a key component of early literacy development and a central aim during the first year of school. Introducing one new letter a week is the most common approach in many countries, but little is known about how the pace of letter instruction contributes to the development of early literacy…
Descriptors: Teaching Methods, Phoneme Grapheme Correspondence, Emergent Literacy, Spelling
Gregory Harlan Bontrager – ProQuest LLC, 2020
In the "Sound Pattern of English," Chomsky and Halle (1968) posited that English orthography, despite the complexity in how it relates to phonology, is in fact more "optimal" in at least one aspect: how it relates to morphology. A root or stem tends to maintain a constant visual form across words built upon it even as its…
Descriptors: Orthographic Symbols, Reading Processes, English, Spanish
Liu, Pingping; Lu, Qin – Journal of Research in Reading, 2018
This paper studies the mechanisms behind the differential effects of inserting a space either before or after a two-character unit on information processing through the examination of eye movements in Chinese, a language where there is no word delimiters. A two-character unit in this study is either a word-preserving stimulus or a word-disrupting…
Descriptors: Eye Movements, Chinese, Reading Processes, Orthographic Symbols
Chen, Tianxu – Language Awareness, 2022
Radical awareness (i.e. the ability to identify, analyze, and manipulate radicals within compound characters) plays an important role in character reading and learning for first language and second language (L2) learners of Chinese. Previous studies have shown that radical awareness contributes to character recognition, inference, and…
Descriptors: Chinese, Second Language Learning, Second Language Instruction, Orthographic Symbols
Jiang, Nan; Feng, Lijuan – Foreign Language Annals, 2022
The process of word recognition can be analytic (or serial) or holistic (or parallel). They differ in the size of the processing units (lexical vs. sublexical) or in whether sublexical units are processed sequentially or simultaneously. First language (L1) reading development has been found to involve a transition from serial processing to…
Descriptors: Word Recognition, Language Processing, Chinese, Second Language Learning
Wong, Yu Ka; Zhou, Yanling – Reading and Writing: An Interdisciplinary Journal, 2022
This study investigated the influence of various types of Chinese metalinguistic awareness on spelling through the mediation of character reading and copying, using a path model with young Chinese as a second language (CSL) learners. A total of 221 Grade 3 Hong Kong ethnic minority students were given a range of measures including Chinese…
Descriptors: Metalinguistics, Second Language Learning, Second Language Instruction, Chinese
