Previous Issues

2016
Volume 28, No. 1

 

From the Editors

Regular Articles

Text Analysis

Text-based recall and extra-textual generations resulting from simplified and authentic texts

Scott A. Crossley; Danielle S. McNamara

This study uses a moving windows self-paced reading task to assess text comprehension of beginning and intermediate-level simplified texts and …

1
Cohesion features in ESL reading: Comparing beginning, intermediate and advanced textbooks

This study of English as a second language (ESL) reading textbooks investigates cohesion in reading passages from 27 textbooks. The …

79
The Reading Process

Investigating reading comprehension and learning styles in relation to reading strategies in L2

Meral Özkan Gürses; Eric Bouvet

This study aims to investigate the extent to which reading comprehension and learning styles are related to perceived use of …

20
Automatization and orthographic development in second language visual word recognition

Shusaku Kida

The present study investigated second language (L2) learners’ acquisition of automatic word recognition and the development of L2 orthographic representation …

43
Graded Readers

What can readers read after graded readers?

Jeff McQuillan

Nation (2014) concluded that most of the vocabulary one needs to read challenging texts in English can be acquired incidentally …

63
Reading Instruction

Scaffolding in L2 reading: How repetition and an auditory model help readers

Etsuo Taguchi; Greta J. Gorsuch; Kristin Lems; Rory Rosszell

Reading fluency research and practice have recently undergone some changes. While past studies and interventions focused on reading speed as …

101
Lexis

Measuring second language vocabulary knowledge using a temporal method

Masayuki Tanabe

The present study addressed the role of speed as a factor in tests of second language (L2) vocabulary knowledge, presupposing …

118

Discussions

Discussion Forum

The importance of supporting inferences with evidence: Learning lessons from Huffman (2014) in the hope of providing stronger evidence for extensive reading

Stuart McLean

143
Response to the critique of the Huffman (2014) article, “Reading rate gains during a one-semester extensive reading course”

Jeffrey Huffman

148
Response to Sakurai: The influence of translation on reading amount, proficiency and speed in extensive reading

Meredith Stephens

151
(Re)Defining translation in EFL classrooms: Comments on Sakurai (2015)

Victor R. Quiñones-Guerra

155
Response to the critique of the Sakurai (2015) article, “The influence of translation on reading amount, proficiency, and speed in extensive reading”

Nobuko Sakurai

158