Reading and Language Learning

Reading and language learning are interdependent. While reading necessitates linguistic knowledge, reading ability enhances linguistic knowledge expansion. This volume explores the reciprocal relationship between reading and language learning. Explores how reading and language learning are interrelated, bringing new insights to discussions on the unique nature of reading development in a second language Covers topics including cross-linguistic constraints on second-language reading development, bilingualism and literacy, linguistic resources and reading strategies, incidental vocabulary acquisition through reading, local language processing and global text comprehension, and cross-linguistic effects on word identification Views second-language reading as a multi-faceted and multi-lingual construct Examines a variety of reading sub-skills, ranging from word identification to discourse comprehension.

Koda, K. Reading and language learning: Cross-linguistic constraints on second-language reading development. Bialystok, E. Acquisition of literacy in bilingual children: A framework for research. (from 52.1, 159-199, 2002). Nassaji, H. Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. (from 52:2, 439-482, 2002). Stevenson, M., Schoonen, R., & de Glopper, K. Inhibition or compensation? A multidimensional comparison of reading processes in Dutch and English. (from 53:4, 765-815, 2003). Pulido, D. The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity. (from 54:3, 469-523, 2004). Wang, M. & Koda, K. Commonalities and differences in word identification skills among learners of English as a second language. (from 55:1, 71-98, 2005)