Reading Research Without the Polemics

PsycCRITIQUES ◽  
2016 ◽  
Vol 61 (29) ◽  
Author(s):  
David W. Carroll
Keyword(s):  
Reading Research

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

Reading Research—Theory and practice

1982 ◽  
Vol 27 (7) ◽  
pp. 522-524
Author(s):  
Carol A. Fowler
Keyword(s):  
Theory And Practice ◽  
Reading Research

Vocabulary Learning in Uninstructed Silent Reading and Story Rewriting

2009 ◽  
Vol 158 ◽  
pp. 97-134
Author(s):  
Sandra Siok Lee
Keyword(s):  
Learning Strategies ◽  
Short Story ◽  
Vocabulary Learning ◽  
School Setting ◽  
Silent Reading ◽  
Extended Period ◽  
Operational Definition ◽  
Sustained Silent Reading ◽  
Extensive Reading ◽  
Reading Research

Abstract A current issue in L2 reading research is whether extensive reading promotes vocabulary development. This study examined vocabulary acquisition in uninstructed silent reading of a short story with and without a vocabulary list followed by a story rewriting task. Time constraints of a public school setting prevented an extended period of study required for extensive reading research, but vocabulary learning strategies and outcomes of this study are applicable to extensive reading. This study also explored Hinkel’s (2006) recommendation to modify the goal of extensive reading programs to meet the pedagogical ideal of integrated skills learning, that is, reading and vocabulary learning. Questioning the traditional goal of extensive reading to read relatively quickly for general ideas, Hinkel (2006) also proposes that it should draw learner attention to some aspect of language such as vocabulary. Similarly, Nation (2005) emphasizes need for deliberate vocabulary learning in extensive reading which should form a substantial and obligatory part of language courses (p.15). Due to the assumption that uninstructed sustained silent reading encourages students to read widely, I will refer to research on “extensive reading,” using Hinkel’s (2006) and Day, Omura, and Hiramatsu’s (1991) operational definition of sustained silent reading as extensive reading for pleasure over time.

Reading Research in Great Britain?1985

Literacy ◽  
1987 ◽  
Vol 21 (1) ◽  
pp. 16-29
Author(s):  
Elizabeth Goodacre
Keyword(s):  
Great Britain ◽  
Reading Research
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