Gradus
VOL 4, NO 1 (2017): SPRING (APRIL)
READING MODELS IN L1 AND L2
Abstract
This study describes and compares reading models applied in L1 and L2 research. Bottom-up, cognitive, interactive, connectionist and metacognitive models are outlined. In addition, summaries of some hypotheses used mainly in the second language reading as well as a few similarities and differences between reading in L1 and L2 are given.
Keywords
Keywords: reading, models, comprehension, bottom-up, cognitive interactive, metacognition, L1, L2,
References
| [1] | Grabe, W. & Stoller F. L: (2011), Teaching and Researching Reading, Great Britain, Pearson Education Limited. |
| [2] | Crystal, D. (2003) English as a Global Language, Cambridge University Press, p.69. |
| [3] | Common European Framework for Languages (2002).Cambridge University Press. |
| [4] | RAND Reading Study Group, Snow, C. (2002). Reading for Understanding, toward an R&D Program in ReadingComprehension. RAND, Santa Monica. p.11. |
| [5] | Redondo, M. (1997) Reading models in Foreign Language Teaching in Revista Alicantina de Estudios Ingleses 10.p.140. |
| [6] | Nunan, D. (1991) Language Teaching Methodology. Prentice Hall, London. |
| [7] | Durkin, D, (1978) What classroom observations reveal about reading comprehension? Bolt Beranek and Newman Inc,Massachusetts. |
| [8] | Urquhart, S. & Weir, C. (Eds) (1998) Reading in a foreign language: process, product and practice. Harlow: Longman. |
| [9] | Gough, P. B. (1972) “One Second of Reading” Language by Ear and by Eye. Kavanagh J. F. et. al (eds), Cambridge,mass.: MIT Press. |
| [10] | LaBerge D. & Samuels S.J. (1974) Toward a theory of automatic information processing in reading. CognitivePsychology, Vol.6. pp 293-323. |
| [11] | Pollatsek, A., Rayner K. (1989) Reading .in: Posner M, (ed). Foundations of cognitive science. Cambridge, MA: MITPress; pp. 401-436. |
| [12] | Urquhart, S & Weir, C (Eds) (1998) Reading in a foreign language: process, product and practice. Harlow: Longman |
| [13] | Driege, D, Rayner K. and Pollatsek A. (2008) Mislocated fixations can account for parafoveal-on-foveal effects in eyemovements during reading. in Q. J Exp. Psychol (Hove) pp. 1239-1249. |
| [14] | Rayner, K. (1998) Eye movements in reading an information processing 20 Years of Research in Psychologicalbulletin, pp. 372-422. |
| [15] | Katz, L., & Frost, R. (1992), The Reading Process is different for Different Orthographies: The Orthographic DepthHypothesis, in Haskins Laboratories Status Report on speech research, SR. /112, pp.147-160. |
| [16] | Grabe, W. & Stoller F. L: (2011), Teaching and Researching Reading, Great Britain, Pearson Education Limited. |
| [17] | Katz, L., &Frost, R. (1992), The Reading Process is different for Different Orthographies: The Orthographic DepthHypothesis, in Haskins Laboratories Status Report on speech research, SR. /112, pp.147-160. |
| [18] | Csépe, V. (2014) Az olvasás rendszere, fejlődése és modelljei in Pléh Csaba Psichoholinguisztika 1-2 Magyarpszicholinguisztikai kézikönyv, Akadémiai Kiadó. pp. 339-370. |
| [19] | Goodman, K.S (1973) Miscue analysis: Applications to Reading Instruction .ERIC Clearinghouse on Reading andCommunication skills, Urbana, Ill. |
| [20] | Goodman, K.S (1973) Miscue analysis: Applications to Reading Instruction .ERIC Clearinghouse on Reading andCommunication skills, Urbana, Ill.p.8. |
| [21] | Goodman, K. S. (1967) Reading: a psycholinguistic guessing game. Journal of Reading Specialist, pp.126-135. |
| [22] | Goodman, K.S (1973) Miscue analysis: Applications to Reading Instruction. ERIC Clearinghouse on Reading andCommunication skills, Urbana, Ill.p.8. |
| [23] | Nunan, D. (1991) Language Teaching Methodology. Prentice Hall, London. |
| [24] | Pearson, P. D.: The Reading Wars (2004).The Reading Wars. Educational Policy, 18(1), pp. 216-252) |
| [25] | Pearson, P. D.: The Reading Wars (2004).The Reading Wars. Educational Policy, 18(1), pp. 6-7. |
| [26] | Coady, J. (1979) a psycholinguistic model of the ESL reader. In Reading in a second language, Mackay Ret. al(Eds), 5-12. Rowley, Massachusetts: Newbury house Publishers |
| [27] | Lally C, 1998, the Application of first language Reading Models to second language study: A recent historicalPerspective, in reading horizons, volume 38, issue 4. |
| [28] | Csépe, V.(2014) Az olvasás rendszere, fejlődése és modelljei in Pléh Csaba Psichoholinguisztika 1-2 Magyarpszicholinguisztikai kézikönyv, Akadémiai Kiadó,.pp. 339-370. |
| [29] | Rumelhart, D. E. (1980) Schemata. The building blocks of cognition. in R. J.Spiro B. C. Bruce. & W. F. Brewer (eds),Theoretical issues in reading comprehension. Pp.33-58 Hilldale, New Jersey: Lawrence Erlbaum associates. |
| [30], | [31], [32] Carrell, P. L. and Eisterhold J. C (1983) “Schema Theory and ESL Reading Pedagogy “TESOL Quarterly17. |
| [33] | Kintsch, W. (1998) Comprehension: a paradigm for cognition, Cambridge, UK Cambridge University Press. |
| [34] | Just, M. A, & Carpenter, P. A. (1987) The psychology of reading and language comprehension, Newton, MA:Allyn&Bacon. |
| [35] | Rumelhart, D. E. (1980) Schemata. The building blocks of cognition. in R. J.Spiro B. C Bruce. & W. F. Brewer (eds),Theoretical issues in reading comprehension. Hilldale, New Jersey: Lawrence Erlbaum associates, pp.33-58. |
| [36], | [37] Verhoeven, L. and Perfetti, C. (2008) Advances in Text Comprehension: Model, Process and DevelopmentApplied Cognitive Psychology 22. pp. 293-301. |
| [38] | Perfetti, C. A. & Hart, L. (2001) The lexical quality hypothesis in Verhoeven, L., Elbro, C. &Reitsma P.(Eds).Precursors of functional literacy pp.189-214. Amsterdam/Philadelphia: John Benjamins. |
| [39] | Verhoeven, L. and Perfetti, C. (2008) Advances in Text Comprehension: Model, Process and Development AppliedCognitive Psychology 22. pp.293-301. |
| [40] | Verhoeven, L. and Perfetti, C.(2008) Advances in Text Comprehension: Model, Process and Development AppliedCognitive Psychology 22. pp.293-301. |
| [41] | Rumelhart, D. E. (1980) Schemata. The building blocks of cognition. in R. J.Spiro B. C Bruce. & W. F. Brewer (eds),Theoretical issues in reading comprehension. pp.33-58 Hilldale, New Jersey: Lawrence Erlbaum associates. |
| [42] | Verhoeven, L. and Perfetti, C. (2008) Advances in Text Comprehension: Model, Process and Development AppliedCognitive Psychology 22. p. 294. |
| [43] | Seidenberg M. S. et. al (2007) Connectionist Models of Reading in Gaskell (Ed.), Oxford handbook ofPsycholinguistics. Oxford University Press pp. 235-250. |
| [44] | Rumelhart, D. E. McClelland, J. L, (1986) Parallel Distributed Processing. Explorations in the Microstructure ofCognition. Volume 1; Psychological and Biological models. Cambridge, MA: MIR Press |
| [45] | Seidenberg M. S. et. al (2007) Connectionist Models of Reading in Gaskell (Ed.), Oxford handbook ofPsycholinguistics. Oxford University Press pp. 235-250 |
| [46] | Zorzi, M. Houghton, G., & Butterworth, B (1998) Two routes or one in reading aloud? A connectionist dual-processmodel in Journal of Experimental Psychology: human Perception and Performance, 24, pp. 1131-1161. |
| [47] | Seidenberg, M. S. (2005) Connectionist models of Word Reading. in Current Developments Volume 14- Number 5 inPsychological Science pp. 238-242. |
| [48] | Seidenberg, M. S. (2005) Connectionist models of Word Reading. in Current Developments Volume 14- Number 5 inPsychological Science p. 239. |
| [49] | Seidenberg, M. S. (2005) Connectionist models of Word Reading. in Current Developments Volume 14- Number 5 inPsychological Science pp. 238-242. |
| [50] | Harm, M. W., & Seidenberg, m. s. (2004). Computing the meanings of words in reading: cooperative division of laborbetween visual and phonological processes. Psychological Review, 111, pp. 662-720. |
| [51] | Seidenberg, M. S. (2005) Connectionist models of Word Reading. in Current Developments Volume 14- Number 5 inPsychological Science pp. 238-242. |
| [52] | Perry, C. Ziegler C. Z., Zorzi M. (2010) Beyond single syllables: Large-scale modeling of reading aloud with theConnectionist Dual Process (CDP++). Cognitive Psychology 6, pp 106-151. |
| [53] | Csépe, V. (2014) Az olvasás rendszere, fejlődése és modelljei in Pléh Csaba Psichoholinguisztika 1-2 Magyarpszicholinguisztikai kézikönyv, Akadémiai Kiadó,.pp. 339-370. |
| [54] | van Velzen, J, 2016, Metacognitive Learning , Metacognitive Learning, Springer international Publishing,Switzerland p.13. |
| [55] | Józsa, K, Steklács, J., (2012),Az olvasás tanításának tartalmi és tantervi szempontjai. In: Csapó, B.& CsépeV.szerk.): Tartalmi keretek az olvasás diagnosztikus értékeléséhez Nemzeti Tankönykiadó, pp. 137-188. |
| [56], | [57], [58] Flavell,J.H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmentalinquiry. American Psychologist, 34, p. 906. |
| [59], | [60] Flavell,J.H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry.American Psychologist, 34, 906-911. |
| [61] | Papaleontiou-Louca, E. (2008)Metacognition and Theory of Mind, Cambridge Scholars Publishing, Newcastle. |
| [62] | Flavell, J.H.(1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry.American Psychologist, 34, 906-911. |
| [63] | Hacker, D. J.(1998)Definition and Empirical Foundations in Metacognition in Educational Theory and PracticeEdited by Hacker D. J et al Routledge, , New York)pp. 1-25. |
| [64] | Papaleontiou-Louca, E. (2008)Metacognition and Theory of Mind, Cambridge Scholars Publishing, Newcastle |
| [65] | Griffith P. L., & Ruan J., (2008), What is Meatcognition and What Should Be Its Role in Literacy instruction? inMetacognition in Literacy Learning edited by Israel S. E et. al, Lawrence Erlbaum Associates, Publishers, New Jersey,London,pp. 3-19 |
| [66] | Pressley, M. (2002) Metacognition and self-regulated comprehension. in A.E. Farstrup & S. J. Samuels (Eds.), Whatresearch has to say about reading instruction ( pp 291-309). Newark, DE: International Reading Association. |
| [67] | metacognition-epistemiccognition.com. |
| [68] | Griffith P. L., & Ruan J., (2008), What is Meatcognition and What Should Be Its Role in Literacy instruction? inMetacognition in Literacy Learning edited by Israel S. E et. al, Lawrence Erlbaum Associates, Publishers, New Jersey,London,pp. 3-19. |
| [69], | [70] RAND Reading Study Group, Snow, C.(2002). Reading for Understanding, toward an R&D Program inReading Comprehension. RAND, Santa Monica |
| [71] | RAND Reading Study Group, Snow, C.(2002). Reading for Understanding, toward an R&D Program in ReadingComprehension. RAND, Santa Monica. p.12. |
| [72], | [73], [74] RAND Reading Study Group, Snow, C.(2002). Reading for Understanding, toward an R&D Program inReading Comprehension. RAND, Santa Monica. |
| [75] | Grabe, W. & Stoller F. L: (2011),Teaching and Researching Reading, Great Britain, Pearson Education Limited, pp12-13. |
| [76] | Grabe, W. & Stoller F. L: (2011),Teaching and Researching Reading, Great Britain, Pearson Education Limited. |
| [77] | McNeil,L.(2012) Expending the compensatory model of second language reading, Elsevier Ltd, System 40 pp.64-76. |
| [78] | Bernard, E., B., (2005). Progress and procrastinations in second language reading. Annual Review of appliedlinguistics 25, 133-150. |
| [79] | Brisbois, J.,E., (1995), Connections between First and Second Language Reading, In Journal of reading BehaviourVolume 27, number 4. |
| [80], | [81] Grabe, W. & Stoller F. L: (2011),Teaching and Researching Reading, Great Britain, Pearson EducationLimited. pp.8- 9) |
| [82], | Bernard, E., B., (2005). Progress and procrastinations in second language reading. Annual Review of appliedlinguistics 25, 133-150. |
| [83] | Cummins, J,(1979) Linguistic interdependence and the educational development of Bilingual Children, BilingualEducation Paper Series, Vol. 3 No. 2. Los Angeles. p.1. |
| [84] | Grabe, W. & Stoller F. L: (2011),Teaching and Researching Reading, Great Britain, Pearson EducationLimited.pp.42-43. |
| [85] | Brisbois, J.,E., (1995), Connections between First and Second Language Reading, In Journal of reading BehaviourVolume 27, number 4. |
| [86], | [87] Cummins, J,(1979) Linguistic interdependence and the educational development of Bilingual Children, BilingualEducation Paper Series, Vol. 3 No. 2. Los Angeles.p.1 |
| [88] | Brisbois, J.,E., (1995), Connections between First and Second Language Reading, In Journal of reading BehaviourVolume 27, number 4. |
| [89] | McNeil,L.(2012) Expending the compensatory model of second language reading, Elsevier Ltd, System 40 pp.64-76. |
| [90] | Bernard, E., B., (2005). Progress and procrastinations in second language reading. Annual Review of appliedlinguistics 25, 133-150. |
| [91] | McNeil,L.(2012) Expending the compensatory model of second language reading, Elsevier Ltd, System 40 pp.64-76. |
| [92], | [93], [94], [95] Grabe, W. & Stoller F. L: (2011),Teaching and Researching Reading, Great Britain, PearsonEducation Limited. |
| [96] | Bernhardt, E. B. (1986) Proficient tasks or proficient readers? ADFL Bulletin, 18, pp 25-28. |
| [97] | Brisbois, J.,E., (1995), Connections between First and Second Language Reading, In Journal of reading BehaviourVolume 27, number 4. |
| [98] | Grabe, W. & Stoller F. L: (2011),Teaching and Researching Reading, Great Britain, Pearson Education Limited.p.37 p. |
| [99] | Grabe, W. & Stoller F. L: (2011),Teaching and Researching Reading, Great Britain, Pearson Education Limited,pp.37-38. |
| [100], | [101] Grabe, W. & Stoller F. L: (2011),Teaching and Researching Reading, Great Britain, Pearson EducationLimited. |
| [102] | RAND Reading Study Group, Snow, C.(2002). Reading for Understanding, toward an R&D Program in ReadingComprehension. RAND, Santa Monica. p.35. |
| [103] | RAND Reading Study Group, Snow, C.(2002). Reading for Understanding, toward an R&D Program in ReadingComprehension. RAND, Santa Monica. p.9. |