Monolingual and Bilingual Reading Processes in Russian: An Exploratory Scanpath Analysis

2021 ◽  
Author(s):  
Olga Parshina ◽  
Irina A. Sekerina ◽  
Anastasiya Lopukhina ◽  
Titus Malsburg
Keyword(s):  
Reading Processes ◽  
Bilingual Reading ◽  
Scanpath Analysis

The Dependency Relation between Oral Language and Reading in Bilingual Children

1981 ◽  
Vol 163 (1) ◽  
pp. 30-55 ◽  
Author(s):  
Mae Chu-Chang
Keyword(s):  
Reading Instruction ◽  
Oral Language ◽  
Bilingual Children ◽  
Future Research ◽  
Phonological Recoding ◽  
Reading Processes ◽  
Bilingual Speakers ◽  
Dependency Relation ◽  
Bilingual Reading ◽  
Models Of Reading

Issues related to the topic of the dependency relation between oral language and reading in bilingual children were discussed. Literature reviewed includes studies of oral language and reading in monolingual speakers, models of reading processes, phonological recoding as an intermediary process in reading, studies on reading instruction for bilingual children, and the processing of dual languages by bilingual speakers. A model of monolingual versus bilingual reading was developed based on the review of the literature. An experimental study by Chu-Chang (1979) verifying the model was presented. Implications of this model for reading instruction for bilingual children and future research were raised.

The Effects of Bilingual Reading Program on Chinese Children from Low Socioeconomic Status Families

2021 ◽  
pp. 1-15
Author(s):  
Kevin Kien Hoa Chung ◽  
Xiaomin Li ◽  
Cheuk Yi Lam ◽  
Chun Bun Lam ◽  
Wing Kai Fung ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Reading Program ◽  
Chinese Children ◽  
Low Socioeconomic ◽  
Bilingual Reading

Do reading processes differ in transparent versus opaque orthographies? A study of acquired dyslexia in Welsh/English bilinguals

2011 ◽  
Vol 28 (8) ◽  
pp. 546-563 ◽  
Author(s):  
Marie-Josèphe Tainturier ◽  
Jennifer Roberts ◽  
E. Charles Leek
Keyword(s):  
Reading Processes ◽  
Acquired Dyslexia

scholarly journals THE EFFECTS OF READING ACTIVITY CHARACTERISTICS ON L2 READING PROCESSES AND NOTICING OF GLOSSED CONSTRUCTIONS

2018 ◽  
Vol 40 (4) ◽  
pp. 755-780 ◽  
Author(s):  
Jookyoung Jung ◽  
Andrea Révész
Keyword(s):  
Second Language Reading ◽  
L2 Reading ◽  
Reading Processes ◽  
Stimulated Recall ◽  
Recall Data ◽  
Unaccusative Verbs ◽  
Reading Activity ◽  
Reading Activities ◽  
Korean Learners ◽  
Korean Learners Of English

AbstractThis study examined the extent to which manipulating the characteristics of second language reading activities affects the reading process and noticing of glossed linguistic constructions. Thirty-eight Korean learners of English read two texts under conditions that required more or less careful reading. For the condition intended to promote more careful reading, each paragraph of the texts was divided into three or four subparts. For the condition expected to elicit less careful reading, each paragraph was split into two sections. While reading the texts, the participants’ eye movements were recorded. Eleven students were further invited to participate in stimulated recall protocols. The target constructions were English unaccusative verbs and 10 pseudowords, which were glossed with Korean translations. The eye movement and stimulated recall data indicated that, as predicted, the participants processed the texts more carefully and attended to the target verbs more closely when paragraphs were divided into more subparts.

Bilingual Reading: The Visual Moving Window

2016 ◽  
pp. 99-121
Author(s):  
Roberto R. Heredia ◽  
Belem G. López ◽  
Omar García ◽  
Wualú A. Altamira ◽  
Patricia G. González
Keyword(s):  
Moving Window ◽  
Bilingual Reading

The science and poetry in learning (and teaching) to read

2018 ◽  
Vol 100 (4) ◽  
pp. 13-17
Author(s):  
Maryanne Wolf
Keyword(s):  
Reading Instruction ◽  
Teaching Methods ◽  
Explicit Instruction ◽  
Natural Process ◽  
Teaching Approaches ◽  
Reading Processes ◽  
Learning And Teaching ◽  
Digital World ◽  
The Brain ◽  
Different Parts

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

scholarly journals TransRead: Designing a Bilingual Reading Experience with Machine Translation Technologies

2016 ◽  
Author(s):  
François Yvon ◽  
Yong Xu ◽  
Marianna Apidianaki ◽  
Clément Pillias ◽  
Pierre Cubaud
Keyword(s):  
Machine Translation ◽  
Reading Experience ◽  
Bilingual Reading

Different reading processes in different writing systems—ERP analysis using LORETA

2002 ◽  
Vol 1232 ◽  
pp. 63-69 ◽  
Author(s):  
Kana Ishiwatari ◽  
Yoshihiko Koga ◽  
Ken Nagata
Keyword(s):  
Writing Systems ◽  
Reading Processes
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