The ways in which learning to read and reading in first (L1) and second (L2) languages are the same or different have long been a topic of intense. Reading in a language which is not the learner's L1 is a source of considerable difficulty. Reading in the L1 shares numerous important basic elements with reading in a second or foreign language, the processes also differ greatly. Intriguing questions involve whether there are two parallel cognitive processes at work, or whether there are processing strategies that accommodate both first and second languages. This paper will examine how reading in the L1 is different from and similar to reading in the L2. More specifically, factors of cultural differences: content (background knowledge) schema, formal (textual) schema, and linguistic (language) schema, will be examined. Based on such a discussion, a profile of a biliterate reader is provided.

A Comparison of L1 and L2 Reading: Cultural Differences and Schema

The present study aimed to investigate the overall and relative contribution of four subcomponents of vocabulary knowledge to reading comprehension. The four vocabulary subcomponents were vocabulary size, word association knowledge, collocation knowledge, and morphological knowledge. The participants were 124 college students from a university in Taipei, Taiwan. Six instruments were employed: (1) a reading comprehension test, (2) a vocabulary size test, (3) a test on word association knowledge and collocation knowledge, (4) a test of morphological knowledge, (5) motivation attitude scale, and (6) a self-efficacy scale. The results can be summarized as follows. First, after the effects of motivation and self-efficacy have been controlled, the four vocabulary subcomponents altogether contributed significantly (20%) to reading comprehension performance. Moreover, depth of vocabulary knowledge (including word association knowledge, collocation knowledge, and morphological knowledge) provided an additional explained variance (6%) in reading comprehension performance over and above vocabulary size. Finally, among the three subcomponents of depth of vocabulary knowledge, collocation knowledge explained the most proportion of variance (5.6%) in contributing to performance on reading comprehension. Based on these findings, some implications and suggestions for future research were provided.

/pdf/a-study-on-the-relationship-between-english-reading-1jtwak8438.pdf

A Study on the Relationship between English Reading Comprehension and English Vocabulary Knowledge

Few empirical studies have been conducted to investigate the educational uses of graphic novels. Because of this, misconceptions and stereotypes exist. This article presents findings from a study examining the effects of graphic novels on high school students’ (N = 217) reading comprehension. A graphic adaptation of a traditionally taught text (Poe’s “The Cask of Amontillado”) was explored as (a) a replacement text and (b) a supplemental text. The study design utilized a factorial analysis of variance with three independent variables: text type, grade level, and gender. A reading comprehension test was developed to serve as the dependent variable. Findings indicated significant effects for all factors. At the conclusion of the study, post interviews were conducted to elicit students’ and teachers’ perceptions of interacting with the graphic text.

Now I “See”: The Impact of Graphic Novels on Reading Comprehension in High School English Classrooms

The purpose of this study was to determine which of the three reading fluency subs kills were most strongly correlated with reading comprehension in adolescent at-r isk readers. The participants were 82 adolescent males (ages 13-19) who had been committed t o a juvenile detention facility. Archival data from a two-year period was colle ted from a maximum security juvenile detention facility in a rural section of the Northe astern United States. The Measures of Academic Progress test was used to collect rea ding comprehension data; the Qualitative Reading Inventory-4 test was used to collect reading speed and reading accuracy data; the Multidimensional Fluency Scale was use d to collect reading prosody data. The data was analyzed using a bivariate correlation ana lysis i order to measure the strength of the correlations. The research revealed tha t the relationship between reading speed and reading comprehension had an identical correlation coefficient as the relationship between reading prosody and rea ding comprehension; both correlations were significant and strong. The research also re vealed that reading accuracy and reading comprehension were only weakly correlat ed.

/pdf/the-correlation-between-the-three-reading-fluency-subskills-s9xk8qtwwy.pdf

The Correlation between the Three Reading Fluency Subskills and Reading Comprehension in At-Risk Adolescent Readers.

/pdf/reading-graphically-examining-the-effects-of-graphic-novels-k6r62bsxux.pdf

Reading graphically: Examining the effects of graphic novels on the reading comprehension of high school students

The present study attempts to identify the major factors influencing EFL reading comprehension by drawing on the data collected from questionnaire and tests. The findings indicate that reading comprehension is composed of three major components: ”Schema”, ”Vocabulary”, and ”Motivation & Purpose”. These three components are made up of the following six factors respectively: ”textual schema”, ”extra-textual schema”, ”vocabulary guessing”, ”vocabulary noticing”, ”motivation” and ”purpose”. Among the major components of reading comprehension, the four factors of ”textual schema”, ”vocabulary guessing”, ”vocabulary noticing” and ”motivation” are significantly correlated with reading comprehension.

Major Factors Influencing Reading Comprehension: A Factor Analysis Approach

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Major Factors Influencing Reading Comprehension: A Factor Analysis Approach