Reading and Language Learning

1. Auflage 2007
ISBN: 978-1-4051-7574-6
Verlag: Wiley

Buch, Englisch, 232 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 343 g

Reihe: Best of Language Learning Series

Reading and language learning are interdependent. While reading necessitates linguistic knowledge, reading ability enhances linguistic knowledge expansion. This volume explores the reciprocal relationship between reading and language learning.


- Explores how reading and language learning are interrelated, bringing new insights to discussions on the
unique nature of reading development in a second language


- Covers topics including cross-linguistic constraints on second-language reading development, bilingualism
and literacy, linguistic resources and reading strategies, incidental vocabulary acquisition through reading,
local language processing and global text comprehension, and cross-linguistic effects on word identification


- Views second-language reading as a multi-faceted and multi-lingual construct


- Examines a variety of reading sub-skills, ranging from word identification to discourse comprehension.

Zielgruppe

Upper-level undergraduates, graduate students, and faculty in the fields of second language acquisition within linguistics, and literacy and reading in education.

Autoren/Hrsg.

Koda, Keiko

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition

Inhaltsverzeichnis

Koda, K. Reading and language learning: Cross-linguistic constraints on second-language reading development.
Bialystok, E. Acquisition of literacy in bilingual children: A framework for research. (from 52.1, 159-199, 2002).

Nassaji, H. Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. (from 52:2, 439-482, 2002).

Stevenson, M., Schoonen, R., & de Glopper, K. Inhibition or compensation? A multidimensional comparison of reading processes in Dutch and English. (from 53:4, 765-815, 2003).

Pulido, D. The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity. (from 54:3, 469-523, 2004).

Wang, M. & Koda, K. Commonalities and differences in word identification skills among learners of English as a second language. (from 55:1, 71-98, 2005)

Über Autor(innen)

Keiko Koda is Professor of Second Language Acquisition and Japanese at Carnegie Mellon University. Her research interests include second-language reading, biliteracy development, and psycholinguistics. She is currently a member of the editorial boards of Reading and Writing, Reading Research Quarterly, Modern Language Journal, Research in Second Language Learning, and the International Review of Applied Linguistics in Language Teaching. She is the author of Insights into Second Language Reading (2005) and a co-editor of Learning to Read across Languages (forthcoming).