| Tables and figures xi | ||
| Series editors’ preface xiii | ||
| Foreword xv | ||
| Acknowledgments xix | ||
| I | THEORETICAL FOUNDATIONS | |
| 1 | Introduction 3 | |
| Basic concepts and constructs 4 | ||
| Principal approaches 8 | ||
| General organization 11 | ||
| 2 | Theoretical underpinnings 13 | |
| Cross−language reading skills transfer 13 | ||
| Connectionist accounts of skills acquisition 16 | ||
| Competency dissection: Component skills approaches 19 | ||
| Conceptualizing L2 reading competence differences 20 | ||
| II | ESSENTIAL COMPONENTS | |
| 3 | Word recognition 29 | |
| Roles of word recognition in reading comprehension 30 | ||
| Component processes 31 | ||
| Cross−linguistic variations in word recognition 35 | ||
| Factors affecting L2 word recognition 37 | ||
| Studies on L2 word recognition 41 | ||
| Summary and future research suggestions 46 | ||
| 4 | Vocabulary knowledge 48 | |
| Vocabulary knowledge and comprehension 49 | ||
| Nature of vocabulary knowledge 50 | ||
| Conceptions of vocabulary knowledge in L2 studies 54 | ||
| Vocabulary knowledge and comprehension among L2 learners 58 | ||
| Nature of vocabulary knowledge among L2 readers 61 | ||
| Dual−language lexical organization 63 | ||
| Summary and future research suggestions 68 | ||
| 5 | Intraword awareness and word−knowledge development 71 | |
| Metalinguistic awareness in early reading development 72 | ||
| Intraword awareness and lexical competence 73 | ||
| Cross−linguistic analyses 78 | ||
| Development of IA among L2 learners 88 | ||
| Summary and future research suggestions 93 | ||
| 6 | Information integration in sentence processing 95 | |
| Linguistic complexity and comprehension difficulty 95 | ||
| Models of syntactic parsing 99 | ||
| Cross−linguistic variations in sentence processing 103 | ||
| Nonsyntactic factors constraining sentence processing 105 | ||
| Factors affecting L2 sentence processing 108 | ||
| Studies on L2 sentence processing 112 | ||
| Summary and future research suggestions 120 | ||
| 7 | Discourse processing 123 | |
| Building text representations 124 | ||
| Establishing text coherence 127 | ||
| Functions of knowledge in text comprehension 135 | ||
| Factors affecting L2 discourse processing 139 | ||
| Studies on L2 discourse comprehension 143 | ||
| Summary and future research suggestions 151 | ||
| 8 | Text structure and comprehension 154 | |
| Narrative texts 154 | ||
| Expository texts 161 | ||
| Cross−linguistic variations in text structure 168 | ||
| Cross−linguistic influences on L2 text comprehension 172 | ||
| Studies on L2 text structure and comprehension 174 | ||
| Summary and future research suggestions 176 | ||
| III | LOOKING AT THE WHOLE | |
| 9 | Individual differences 181 | |
| Traditions of individual−difference research 182 | ||
| Empirical findings from single−focus studies 183 | ||
| Trends in L2 single−focus studies 189 | ||
| Alternative approaches in individual−difference studies 190 | ||
| Component skills approach 190 | ||
| Working memory 198 | ||
| Summary and future research suggestions 202 | ||
| 10 | Developing strategic reading 204 | |
| Strategic reading 205 | ||
| Roles of metacognition in strategic reading 211 | ||
| Verbal reports and protocol analysis 213 | ||
| Strategic reading among L2 readers 217 | ||
| Summary and future research suggestions 221 | ||
| IV | THEORY INTO PRACTICE | |
| 11 | Comprehension assessment 227 | |
| Conceptualizing reading comprehension 228 | ||
| Assessment purposes 231 | ||
| Assessment models 233 | ||
| Techniques in measuring reading comprehension 236 | ||
| Roles of assessment in reading research and teaching 244 | ||
| Concerns specific to L2 reading assessment 246 | ||
| Summary and future research suggestions 252 | ||
| 12 | Comprehension instruction 254 | |
| What we know about comprehension 254 | ||
| Research interpretation and instructional applications 263 | ||
| Basic principles of comprehension instruction 266 | ||
| L2 instructional approaches 269 | ||
| Thoughts on further instructional research and practice 271 | ||
| References 275 |