Hostname: page-component-77c89778f8-n9wrp Total loading time: 0 Render date: 2024-07-18T15:08:13.750Z Has data issue: false hasContentIssue false
  • English
  • Français

INTERACTIVE APPROACHES TO SECOND LANGUAGE READING. Patricia Carrell, Joanne Devine, and David Eskey (Eds.). Cambridge: Cambridge University Press, 1988. Pp. xiii+289.

Published online by Cambridge University Press:  07 November 2008

Margot Haynes
Margot Haynes
Affiliation:
Delta College
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Reviews
Information
Studies in Second Language Acquisition , Volume 11 , Issue 4 , December 1989 , pp. 468 - 471
Copyright
Copyright © Cambridge University Press 1989

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Balota, D. A., Pollatsek, A., & Rayner, K. (1985). The interaction of contextual constraints and parafoveal visual information in reading. Cognitive Psychology, 17, 364–390.CrossRefGoogle ScholarPubMed
Bransford, J. D., Stein, B., & Shelton, T. (1984). Learning from the perspective of the comprehender. In Alderson, J. C. & Urquhart, A. H. (Eds.), Reading in a foreign language (pp. 28–44). New York: Longman.Google Scholar
Brown, T., & Haynes, M. (1985). Literacy background and reading development in a second language. In Carr, T. (Ed.), The development of reading skills (pp. 19–34). San Francisco: Jossey-Bass.Google Scholar
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126–135.CrossRefGoogle Scholar
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163–182.CrossRefGoogle ScholarPubMed
McKonkie, G. W., & Zola, D. (1981). Language constraints and the functional stimulus in reading. In Lesgold, A. M. & Perfetti, C. A. (Eds.), Interactive processes in reading (pp. 155–175). Hillsdale, NJ: Erlbaum.Google Scholar
Meara, P. (1984). Word recognition in foreign languages. In Pugh, A. K. & Ulijn, J. M. (Eds.), Reading for professional purposes (pp. 97–106). London: Heinemann.Google Scholar
Meara, P., Coltheart, M., & Masterson, J. (1985). Hidden reading problems in ESL learners. TESL Canada Journal, 3, 29–36.CrossRefGoogle Scholar
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.Google Scholar
Silberstein, S. (1987). Let's take another look at reading: Twenty-five years of reading instruction. English Teaching Forum, 25(4), 28–35.Google Scholar
Singer, M. H. (1982). Competent reader, disabled reader: Research and applications. Hillsdale, NJ: Erlbaum.Google Scholar
Smith, F. (1982). Understanding reading (3rd ed.). New York: Holt, Rinehart & Winston.Google Scholar
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32–71.CrossRefGoogle Scholar
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.CrossRefGoogle Scholar