Volume 28, No. 2 Special Issue: Celebrating Linguistically Diverse Learners of St. Louis: Responsive Research and Practice for Literacy
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ItemFrom the Guest Editor(University of Hawaii National Foreign Language Resource Center, 2016-10)
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ItemFrom the Editors(University of Hawaii National Foreign Language Resource Center, 2016-10)
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ItemReadings on L2 reading: Publications in other venues 2015–2016(University of Hawaii National Foreign Language Resource Center, 2016-10)
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ItemTime, texts, and teaching in vocabulary acquisition: A rebuttal to Cobb (2016)(University of Hawaii National Foreign Language Resource Center, 2016-10)
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ItemResponse to Tom Cobb(University of Hawaii National Foreign Language Resource Center, 2016-10)
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ItemNumbers or numerology? A response to Nation (2014) and McQuillan (2016)(University of Hawaii National Foreign Language Resource Center, 2016-10)
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ItemThe Geospatial analysis of L2 reading achievement: Challenges and opportunities(University of Hawaii National Foreign Language Resource Center, 2016-10)
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ItemSecond Language Reading: Cognitive and Psycholinguistic Perspectives by Becky Xi Chen, Vedran Dronjic & Rena Helms-Park(University of Hawaii National Foreign Language Resource Center, 2016-10)
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ItemInvestigating connections among reading, writing, and language development: A multiliteracies perspective(University of Hawaii National Foreign Language Resource Center, 2016-10)This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students’ understanding and use of resources such as grammar, vocabulary, genre, and style. Qualitative and quantitative findings show that students recognize reading-writing connections and their contribution to language development; they perceive reading and writing as contributing to their understanding of language and text-based features; and they can apply to varying degrees textual resources learned through reading to creative writing tasks. The implications of these findings lend support to a growing body of research that explores the feasibility and outcomes of literacy-based approaches to teaching and learning in university-level foreign language contexts that have as their goal development of students’ advanced foreign language competencies.
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ItemThe effectiveness of ER on reading proficiency: A meta-analysis(University of Hawaii National Foreign Language Resource Center, 2016-10)A meta-analysis was performed to investigate the impact of extensive reading (ER) on reading proficiency. This study gathered 71 unique samples from 49 primary studies published from 1980 to 2014 involving a total of 5,919 participants. Effect sizes were generated separately according to two different study designs: experimental-versus-control contrasts and pre-to-post-test contrasts. Small to medium effect was found in both study designs. Moderator analysis showed growing interest in ER in the field over the last 30 years. Also, a higher effect was found in the adults than in the children and adolescents group. English as a foreign language (EFL) settings showed a higher effect than English as a second language (ESL) settings; and web-based stories had a higher effect than paper books. Finally, ER as a part of curriculum showed the highest mean effect among ER types. Suggestions are made on how to implement ER in ESL and EFL settings effectively.