Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice

Shany, Michal; Biemiller, Andrew

doi:10.1007/s11145-009-9196-4

Cited by 15 publications

(15 citation statements)

References 41 publications

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“…Participants in these studies engaged in a 3-month SA experience and they were university students with a higher initial L2 level. Previous research in the field of vocabulary has found that high gainers on comprehension made significantly larger gains in vocabulary (Shany & Biemiller, 2010). Hence, it is plausible that for productive vocabulary learning, a higher initial L2 level could have had a more positive impact.…”

Section: Discussionmentioning

confidence: 94%

L2 reading and vocabulary development after a short Study Abroad experience

Borràs¹,

Llanes

2020

VIAL

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This study explores the development of L2 reading and vocabulary as a result of a short (3-week) SA experience. Given the growing literature on Study Abroad (SA) research, this investigation attempts to shed some light on two rather under-researched areas such as L2 reading and vocabulary, and it does so with a group of adolescents (n= 52), a population often neglected by the SA research despite being one of the most common participants in SA programmes. The participants, Spanish learners of English (L2), were administered a placement test to determine their initial L2 level, a reading text (from which fluency and comprehension were calculated), the Updated Vocabulary Level Test to measure their receptive vocabulary knowledge, and a written essay to capture their productive vocabulary development in terms of lexical accuracy, fluency, density and sophistication. The results indicate that short SA experiences are positive for both reading fluency and comprehension as well as for receptive vocabulary development. Findings are not so positive in terms of productive vocabulary skills. Finally, results failed to show a direct relationship between gains in reading, and initial proficiency and vocabulary level.

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Section: Discussionmentioning

confidence: 94%

L2 reading and vocabulary development after a short Study Abroad experience

Borràs¹,

Llanes

2020

VIAL

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“…First, vocabulary development is essential to successful reading comprehension (e.g., Binder, Cote, Lee, Bessette, & Vu, 2016;Ibrahim, Sarudin, & Muhamad, 2016;Shany & Biemiller, 2009;Webb & Chang, 2015;Zhang, 2013). Therefore, faculty should implement a systematic and ongoing approach to helping their students continue to learn high-frequency vocabulary that is level appropriate.…”

Section: Readingmentioning

confidence: 99%

Comparing language skill priorities among TESOL faculty and ESL students bound for English‐medium universities

2019

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With growing evidence that learners of English as a second language (ESL) may face linguistic disadvantages when studying at English-medium universities, it is appropriate to identify the most effective ways to optimize their preparation. One area of interest is the relative importance university professors across disciplines place on language skills in their classrooms and how this might inform ESL teaching and learning. Thus, this study sought to identify perceptions of TESOL faculty and their ESL learners in terms of the relative importance of various English language skills such as reading, writing, listening, and speaking, and the extent to which they are aligned with the views of professors in the disciplines. Results suggest that although perceptions of TESOL faculty are well aligned with university content professors who have indicated that listening and reading are most important, students do not share this awareness and consider all language skills to be of equal value. This study also highlights the possible benefits of practitioners helping their students form appropriate and realistic expectations of pronunciation and the need for the field to better prepare practitioners to effectively teach the skill of listening.

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“…In other words, reading comprehension is contingent upon several skills such as vocabulary knowledge (Biemiller, 2009;Braze, Tabor, Shankweiler & Mencl, 2007;Cain & Oakhill, 2006;Joshi & Aaron, 2000;Kuhn & Stahl, 2003;Martin-Chang & Gould, 2008) and fluency (defined as the ability to read with speed, accuracy, and proper expression) (National Institute of Child Health and Human Development (NICHD), 2000; Rasinski, Padak, McKeon, Wilfong, Friedauer & Heim, 2005). Traditionally, research on reading examined the effect of these factors on reading success and consistently reported that more reading leads to better reading comprehension, increased vocabulary, and greater fluency (Alber-Morgan, Ramp, Anderson & Martin, 2007;O'Connor, White & Swanson, 2007;Shany & Biemiller, 2010;Therrien, 2004).…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students

Al-Damiree¹,

Bataineh²

2016

jtte

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This study examines the potential effect of vocabulary knowledge and syntactic awareness on Jordanian ninth grade students' reading comprehension. The data were collected using pre-/post-reading comprehension, vocabulary, and grammar tests and an interview. The findings reveal significant differences (at α ≤ 0.05) in the students' reading comprehension scores on the posttest in favor of the experimental group. A number of implications and recommendations for future research are put forth.

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Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice

Cited by 15 publications

References 41 publications

L2 reading and vocabulary development after a short Study Abroad experience

L2 reading and vocabulary development after a short Study Abroad experience

Comparing language skill priorities among TESOL faculty and ESL students bound for English‐medium universities

Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students

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