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Direct linkReynolds, Barry Lee; Ding, Chen – English Teaching: Practice and Critique, 2022
Purpose: The purpose of this study was to investigate the effects of word-related factors (i.e. frequency, range, dispersion and cognateness) on first-language English (L1E) readers' (n = 20) and second-language English (L2E) readers' (n = 20) incidental acquisition of vocabulary through the reading of an authentic novel.…
Descriptors: Native Language, English, English (Second Language), Second Language Learning
Download full textLaufer, Batia – Reading in a Foreign Language, 2021
In the late 1980s Batia Laufer worked with teachers who believed that to understand a text it was enough to understand 80% of the text's word tokens. In response, Laufer set out to calculate the minimal text coverage, i.e., percentage of running words in a text the reader should understand to comprehend it reasonably well. In 1992, she explored…
Descriptors: Second Language Learning, Second Language Instruction, Vocabulary Development, Inferences
Rosado, Nayibe; Caro, Keiby G. – English Language Teaching, 2018
It has been commonly reported by teachers and learners the strong and positive relationship between lexis and reading comprehension. This claim has been usually grounded on experience. In consequence, this paper attempts to find research-based evidence to support the connection between lexis and reading comprehension. To do this, a review of 128…
Descriptors: Correlation, English (Second Language), Second Language Learning, Native Language
Mohamed, Ayman A. – Studies in Second Language Acquisition, 2018
The present study brings together methods of extensive reading studies and eye-movement research to track the cognitive effects of exposure frequency on vocabulary processing and learning. Forty-two advanced second language learners of English read a stage 1 graded reader, "Goodbye Mr. Hollywood," on a computer screen while their eye…
Descriptors: Eye Movements, Second Language Learning, Reading Processes, Recall (Psychology)
Abel, Alyson D.; Schuele, C. Melanie – Journal of Psycholinguistic Research, 2014
The relation between incidental word learning and two cognitive-linguistic variables--phonological memory and phonological awareness--is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word…
Descriptors: Incidental Learning, Phonological Awareness, Prediction, Preschool Children
Crosby, Robert Glenn, III. – ProQuest LLC, 2013
Although literacy skills have been associated with critical academic, social, and economic outcomes, most adolescents in the United States lack basic proficiency in reading comprehension. Experts in the field of adolescent literacy have identified affective components of reading (e.g., reading attitudes) as a critical topic in need of further…
Descriptors: Reading Attitudes, Hispanic American Students, Reading Comprehension, Correlation
