Homework and Assignment: Oral and written presentation of the assigned reading: 20%+10%（with PPT posted before and potential RQ posted after oral presentation, on MOODLE） Project 1: a Response Paper for a chosen theme (2 pages), or a Pilot with initial results: 20% (posted on MOODLE) Project 2: a 10-page proposal, to be presented in class: 40% Oral participation in class: 10% Texts: A series of articles available either online or in hard copies. Grabe, William (2009). Reading in a Second Language: Moving from Theories to Practice. NY, NY: Cambridge University Press. (RSL) Israel, S. E. & Duffy, G. G. (2009) Handbook of Research on Reading Comprehension. NY: Routledge (Handbook) Day, R. & Bamford, J.(1998). Extensive Reading in the Second Language Classroom. NY, NY: Cambridge University Press. (ER) Tentative Reading List for Studies in Second Language Reading (to be modified based on students' feedback) Part I: WHAT IS READING? | 9/14 | Introduction | 9/21 | Theoretical Foundation: Nature of Reading Chapter 2-3, RSL McNeil, L. (2012). Extending the compensatory model of second language reading. System, 40, 64-76. | 928 | Models of Reading Chapter 4-5, RSL Chapter 8, Transactional Theory and Critical Theory in Reading Comprehension Handbook of Research on Reading Comprehension | 10/05 | Working Memory Capacity and Reading Alptekin, C. & Ercetin G. (2009). Assessing the relationship of working memory to L2 reading: Does the nature of comprehension process and reading span task make a difference? System, 37, 627-639. Alptekin, C. & Ercetin G. (2011). Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading. TESOL Quarterly, 45, 2:235-266. | 10/12 Research Methods: Think aloud and Recall Zheng, C. On Think-aloud. Bernhardt,E.B.(1991). Assessing second language reading comprehension. In Reading Development in a Second Language: Theoretica, Empirical, and Classroom Perspectives, (pp. 191-219). Norwood, N. J.: Ablex. Joh, J. & Schallert, D. L. (2014). How conception of task influences approaches to reading: a study of Korean college students recalling on English text. TESOL Quarterly. doi: 10.1002/tesq.147. Part II: READER FACTORS | 10/19 10/26 | Reader Factor: Knowledge Uso-juan, E. (2006).The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. Modern Language Journal, 90,2, 210-227. Ozuru, Y., Dempsey, K. & McNamara, D. S. (2008). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19, 228-242. wq10/26 Reader Factor: Reading Strategies Lee, J. Y. (2015). Language learner strategy by Chinese-speaking EFL readers when comprehending familiar and unfamiliar texts. Reading in a Foreign Language, 27,1, 71-95. Lin, L.& Yu, W. (2015). A think-aloud study of strategy use by EFL college readers reading Chinese and English texts. Journal of Research in Reading 38.3, 286-306. | 11/02 | Reader Factor: Culture Chu, H. J., Swaffar, J.& Charney, D. H. (2002). Cultural representations of rhetorical conventions: the effects on reading recall. TESOL Quarterly, 36(4), 511-541. Chu, H. (2002). Inference generation in L2 text memory: Effects of rhetorical convention, content familiarity, and grade level. English Teaching and Learning, 26, 3, 59-78. | Part III: TEXT FACTORS | 11/09 | Text Structure Jiang, X. (2012). Effects of discourse structure graphic organizers on EFL reading comprehension. Reading in a Foreign Language, 24,1, 84-105. Yoshida, M. (2012). The interplay of processing task, text type, and proficiency in L2 reading. Reading in a Foreign Language, 24,1, 1-29. Jung, E. H. (2003). The effects of organization markers on ESL learners’ text understanding. TESOL Quarterly, 37,4, 749-759. | 11/16 | Text Supplements and Text Modification Liu, Jun (2002). Effects of comic strips on L2 learners’ reading comprehension TESOL Quarterly, 38,2: 225-245. *Diakidoy, I. N., Mouskounti, T. & Ioannides, C. (2011). Comprehension and learning from refutation and expository texts. Reading Research Quarterly, 56, 1, 22-38. | 1123 | Text Factor: Readability *O’donnell, M. E. (2009). Finding middle ground in second language readability: pedagogic modifications that increase comprehensibility and vocabulary acquisition while preserving authentic language features. Modern Language Journal, 93, 4, 512-433. Webb, S. & Macalister, J. (2013). Is text written for children useful for L2 extensive reading? . TESOL Quarterly,47,2,300-322. | 1130 | Text Factor: Simplification Scott A. Crossley & Hae Sung Yang, Danielle S. McNamara (2014).What’s so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing. Reading in a Foreign Language, 26, 1, 92-113. Crossley, S. A. , Allen,D. B. & McNamara, D. （2011）。Text readability and intuitive simplification:A comparison of readability formulas. Reading in a Foreign Language, 23, 1， 84-101. | Part IV: PEDAGOGICAL ISSUES IN READING 12/07 Approaches to Reading Instruction McKeon, M. G., Beck, I. L., & Blake, R.G. K. (2009). Rethinking Reading Comprehension Strategies: A Comparison of Instruction for Strategies and Content Approaches. Reading Research Quarterly, 44, 3, 218-253. Choo, T. O. L., Eng, T. K., Ahmed, N. (2011). Effects of Reciprocal Teaching strategies on Reading Comprehension. The Reading Matrix, 11, 2, 140-149. | 12/14 | Testing Reading Comprehension *Rune, A. & Ivar, B. (2010). Examining the prediction of reading comprehension on different multiple-choice tests. Journal of Research in Reading, 33, 3, 263-283. Trites, L. (2006). Reading to learn and reading to integrate: New tasks for comprehension tests? Language Testing. 22, 2: 174-212. | 12/21 | Text Talk Liu, Y. & Chu, H. J. (2008). Questioning the Author: Effects on recall, inference generation and responses to questions by EFL junior high school students. English Teaching and Learning, 32(2), 77-121. *Kucan, L. & Beck, I. L. (2003). Inviting students to talk about expository texts: A comparison of two discourse environments and their effects on comprehension. Reading Research and Instruction, 42, 3, 1-31. | 12/28 | Dialogic Reading: Questioning Urlaub, P. (2012). Reading strategies and literature instruction: Teaching learners to generate questions to foster literary reading in a second language. System, 40, 296-304. Brantmeier, C., Callender, A. & McDaniel, M. (2011). The effects of embedded and elaborative interrogation questions on L2 reading comprehension. Reading in a Foreign Language, 23, 2, 187-207. | 1/04 | Research Design and☆ Student Presentation of Proposal Chu, H. (2105). Illuminating Thinking in Post-Reading Online Discussion by University EFL Learners. English Teaching and Learning,39, 3, 1-32. | 1/11 | ☆Student Presentation of Proposal | 1/15 | ☆Proposal due☆ |
Relevant Journals/handbook in the library: Reading Research Quarterly Reading Research and Instruction Reading and Writing Quarterly Journal of Reading Behavior Reading Research and Instruction Journal of Literacy Research Written Communication Reading in a Foreign Language Discourse Processing |
