Reading ability and vocabulary knowledge are two of the most important components of performance in a second language, especially in academic settings. Each depend on the other, as vocabulary knowledge is the single most important factor in reading comprehension, while reading is the single most important means by which intermediate and advanced learners acquire new words. This symbiotic relationship is the subject of this volume. The authors argue that building vocabulary through reading is a fruitful but complex activity that needs better understanding and more careful guidance. This book is unique in its emphases on original research. Eight of the 14 chapters are empirical studies published for the first time, including classroom-based case studies, experimental research, and think-aloud protocol analysis. In every chapter, consideration is given to the pedagogical implications and possible applications of the research findings. Lengthy editorial comments at the end of each chapter reinforce this practical concern.
In K. E Patterson, J. C. Marshall, & M. Colthear (Eds.), Surface dyslexia (pp. 459-508). Hillsdale, NJ: Lawrence Erlbaum. (Ed.). (1984). Orthographies and reading: Perspective from cognitive psychology, neuropsychology and linguistics.
Michael F. Graves, Diane August, Jeannette Mancilla-Martinez ... 122, 127, 136 Avelar-LaSalle, R., 27 AVE (Acquisition of Vocabulary in English) program, 43, 121, 125–129, 130, 131, 132 Avila, E., 18 Aylward, E., 27 Ayotte, K., 38 Baer, ...
In S. Neuman & D. Dickinson ( Eds . ) , Handbook of early literacy research ( pp . 459–70 ) . ... Jenkins , J. , Fuchs , L. , van den Broek , P. , Espin , C. , & Deno , S. ( 2003a ) . Sources individual differences in reading ...
This an excellent introduction to psycholinguistics for applied linguists and language teachers
This book is intended as an up-to-date overview of the important domain of the lexicon for researchers in the field of second language acquisition, teacher trainers and professional teachers of second or foreign languages.
This book offers readers a basic grounding in L2 vocabulary acquisition.
What distinguishes this book is its broad, yet thorough, view of theory, process, and research on adult second-language reading.
This book provides pedagogical suggestions for both teachers and learners.
... 1983; Vogel, 1987; Wode, 1981, 1988). To date, our approach has been mainly descriptive, in the sense that we have gone through these data in order to detect differences and parallels across acquisitional types and age ranges.
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction.