Zum besseren Verständnis des strategischen Lesens und seiner Rolle in der Didaktik und Methodik der Zweit-/Fremdsprache

Halina Chodkiewicz

Abstract


Der Band enthält die Abstracts ausschließlich in englischer Sprache.


Schlagworte


L2 reading, strategic text processing, reading strategy, reading to learn, metacognitive awareness

Volltext:

PDF (English)

Literaturhinweise


Afflerbach, P., Pearson, D. P., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61, 364-373.

Alexander, P. A., & The Disciplined Reading and Learning Research Laboratory (2012). Reading into the future: Competence for the 21st century. Educational Psychologist, 47, 259-280.

Anmarkrud, Ø., & Bråten, I. (2012). Naturally-occurring comprehension strategies instruction in 9th-grade language arts classrooms. Scandinavian Journal of Educational Research, 56(6), 591-623.

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.

Aukerman, M., Brown, R., Mokhtari, K., Valencia, S., & Palincsar, A. (2015). Examining the relative contributions of content knowledge and strategic processing to comprehension. Literacy Research: Theory, Method, and Practice, 64(1), 73-91.

Birch, B. M. (2002). English L2 Reading: Getting to the Bottom. Mahwah, NJ: Lawrence Erlbaum.

Bernhardt, E. B. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133-150.

Bernhardt, E. B. (2011). Understanding Advanced Second-Language Reading. New York, NY: Routledge.

Bråten, I., & Anmarkrud, Ø. (2013). Does naturally occurring comprehension strategies instruction make a difference when students read expository text?, Journal of Research in Reading, 36(1), 42-57.

Bråten, I., & Strømsø, H. I. (2011). Measuring strategic processing when students read multiple texts. Metacognition and Learning, 6(2), 111-130.

Britt, A. M., Rouet, J. F, & Braasch, L. G. (2013). Documents as entities: Extending the situation model theory of comprehension. In M. A. Britt, S. R. Goldman, & J. F. Rouet (Eds.), Reading – from words to multiple texts (pp. 160-179). New York, NY: Routledge.

Britt, M. A., Rouet, F. J. & Durik, A. M. (2018). Literacy Beyond Text Comprehension: A Theory of Purposeful Reading. New York, NY: Routledge.

Bunch, G. C., Walqui, A., & Pearson, P. D. (2014). Complex text and new common standards in the United States: Pedagogical implications for English learners. TESOL Quarterly, 48(3), 533-559.

Chodkiewicz, H. (2014). Explaining the concept of ‘reading to learn’: A way forward in exploring the issues of L2/FL reading competence.” In H. Chodkiewicz, & M. Trepczyńska (Eds.) Language Skills: Traditions, Transitions and Ways Forward (pp. 238–255). Newcastle, DE: Cambridge Scholars Publishing.

Chodkiewicz, H. (2018). Rola czytania w języku obcym i uczenia się z tekstu akademickiego w rozwijaniu wiedzy przedmiotowej. In D. Gabryś-Barker, R. Kalamarz, & M. Stec (Eds.), Materiały i media we współczesnej glottodydaktyce (pp. 11-26). Katowice: Wydawnictwo Uniwersytetu Śląskiego.

Dakowska, M. (2015). In Search of Processes of Language Use in Foreign Language Didactics. Frankfurt am Main: Peter Lang Verlag.

Dakowska, M. (2016). Principles of task design in reading for Polish learners of English as a foreign language. In H. Chodkiewicz, P. Steinbrich, & M. Krzemińska-Adamek (Eds.), Working with Text and around Text in Foreign Language Environments (pp. 3-24). Berlin/Heidelberg: Springer Verlag.

Ediger, A. M. (2006). Developing strategic L2 readers …. by reading for authentic purposes. In E. Uso-Juan, & A. Martinez-Flor (Eds.), Current Trends in the Development and Teaching the Four Language Skills (pp.303-328). Berlin/New York: Mouton De Gruyter Verlag.

Fox, E., & Alexander, P. A. (2009). Text comprehension: a retrospective, perspective, and prospective. In S. E. Israel, & G. G. Duffy (Eds.), Handbook of Research on Reading Comprehension (pp. 227-239). New York, NY: Routledge.

Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. New York, NY: Cambridge University Press.

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow, ND: Pearson Education.

Grabe, W., & Stoller, F. L. (2019). Reading to learn: why and how content-based instructional frameworks facilitate the process. In K. Koda, & J. Yamashita (Eds.), Reading to Learn in a Foreign Language: An Integrated Approach to FL Instruction and Assessment [Kindle version] (pp. 9-28). New York, NY: Routledge.

Graesser, A. C. (2007). An introduction to strategic reading comprehension. In McNamara, D. S. (Ed.) Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 3-26). New York, NY: Lawrence Erlbaum.

Horiba, Y., & Fukaya, K. (2015). Reading and learning from L2 text: Effects of reading goal, topic familiarity, and language proficiency Reading in a Foreign Language, 27(1), 22-46.

Hudson, T. (2007). Teaching Second Language Reading. Oxford: Oxford University Press.

Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension. The CI perspective. Discourse Processes, 39(2), 125-128.

Kintsch, W. (2012). Psychological models of reading comprehension and their implications for assessment. In J.P. Sabatini, E. Albro, & T. O’Reilly (Eds.), Measuring up: Advances in How We Assesss Reading Ability (pp. 21-38), Lanham, MD: Rowman and Littlefield Education.

Kobayashi, K. (2009). The influence of topic knowledge, external strategy use, and college experience on students’ comprehension of controversial texts. Learning and Individual Differences, 19,130-134.

Koda, K. (2005). Insights into Second Language Reading. A Cross-Linguistic Approach. Cambridge, MA: Cambridge University Press.

McNamara, D. S. (2011). Measuring deep, reflective comprehension and learning strategies: challenges and successes. Metacognition and Learning, 6, 195-203.

McNamara, D. S., Ozuru, Y., Best, R., &. O’Reilly, T. (2007). The 4-pronged comprehension strategy framework. In D. S. McNamara (Ed.), Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 465-491). New York, NY: Lawrence Erlbaum.

McNeil, L. (2012). Extending the compensatory model of second language reading. System, 40, 64-76.

Mokhtari, K., & Shorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25, 2-10.

Mokhtari, K., Dimitrov, D. M., & Reichard, C. A. (2018). Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance. Studies in Second Language Learning and Teaching, 8( 2), 219-246.

O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge, MA: Cambridge University Press.

Oxford R. (2017). Teaching and Researching Language Learning Strategies. New York, NY: Routledge.

Paris, S. G., Wasik, B. A., & Turner, J. C. (1996). The development of strategic readers . In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research, Vol. 2. (pp. 609-40). Mahwah, NJ: Lawrence Erlbaum.

Perfetti, C., & Adlof, S. M. (2012). Reading comprehension: A conceptual framework from word meaning to text meaning. In J. P. Sabatini, E. Albro, & T. O’Reilly (Eds.), Measuring Up: Advances in How We Assesss Reading Ability (pp. 3-20). Lanham, MD: Rowman and Littlefield Education.

Rapp, D. N., & van den Broek, P. (2005). Dynamic text comprehension. An integrative view of reading. Current Directions in Psychological Science, 14(5), 276-279.

Rayner, K., & Reichle, E. D. (2010). Models of the reading process. Wiley Interdisciplinary Reviews. Cognitive Science, 1(6), 787-799.

Ruddell, R. B., & Unrau, N. J. (2013). Reading as a motivated meaning-construction process: The reader, the text, and the teacher. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical Models and Processes of Reading (pp. 1025-1068). Newark, DE: Reading Association.

Van den Broek, P. (2012). Individual and developmental differences in reading. In J. P. Sabatini, E. Albro, & T. O’Reilly (Eds.), Measuring up: Advances in How We Assess Reading Ability (pp. 35-58). Lanham, MD: Rowman and Littlefield Education.

Van den Broek, P., Espin C., McMaster, K., & Helder, A. (2017). Developing reading comprehension interventions: Perspectives from theory and practice. In E. Segers, & P. van den Broek, P. (Eds.), Developmental Perspectives in Written Language and Literacy. In Honor of Ludo Verhoeven (pp. 85-101). Amsterdam: John Benjamins.




DOI: http://dx.doi.org/10.17951/lsmll.2019.43.3.61-72
Date of publication: 2019-11-14 10:37:28
Date of submission: 2019-04-29 13:09:15


Statistiken


Sichtbarkeit von Abstracts - 1127
Downloads (from 2020-06-17) - PDF (English) - 592

Indikatoren



Refbacks

  • Im Moment gibt es keine Refbacks


Copyright (c) 2019 Halina Chodkiewicz

Creative-Commons-Lizenz
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.