Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66585

Does gender make a difference? Passage content and comprehension in second language reading

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dc.contributor.author Brantmeier, Cindy
dc.date.accessioned 2020-05-22T01:57:55Z
dc.date.available 2020-05-22T01:57:55Z
dc.date.issued 2003-04
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66585
dc.description.abstract The intermediate level of Spanish language instruction prepares learners for the rigorous reading of authentic texts utilized in the advanced literature course. This study examined the effects of readers' gender and passage content on second language (L2) reading comprehension with participants from this transitional level of instruction. Seventy-eight participants read two different authentic passages commonly used at this level. Two different measures were used to assess comprehension: a written recall and multiple choice questions. Findings reveal significant interactions between readers' gender and passage content with comprehension on both assessment tasks. The results of the study provide evidence that subject matter familiarity has a facilitating effect on second language (L2) reading comprehension by gender at the intermediate level of Spanish language instruction
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject gender
dc.subject passage content
dc.subject comprehension
dc.subject intermediate level
dc.subject Spanish
dc.subject recall
dc.subject multiple choice
dc.subject topic familiarity
dc.title Does gender make a difference? Passage content and comprehension in second language reading
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66585
prism.volume 15
prism.number 1
prism.startingpage 1
prism.endingpage 27
local.rfl.topic The Reading Process
Appears in Collections: Volume 15, No. 1


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