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.

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• Explores how reading and language learning are interrelated, bringing new insights to discussions on the
  unique nature of reading development in a second language
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• 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
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• Views second-language reading as a multi-faceted and multi-lingual construct
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• 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)

Keiko Koda is Professor of Second Language Acquisition and Japanese at Carnegie Mellon University. Her research interests include second-language reading, biliteracy development, and psycholinguistics. She is currently a member of the editorial boards of Reading and Writing, Reading Research Quarterly, Modern Language Journal, Research in Second Language Learning, and the International Review of Applied Linguistics in Language Teaching. She is the author of Insights into Second Language Reading (2005) and a co-editor of Learning to Read across Languages (forthcoming). 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.

Questions addressed include: how second-language reading is constrained by linguistic demands both within and across languages; how bilingualism contributes to literacy development; to what extent reading ability facilitates incidental vocabulary acquisition; how language processing competence supports the incorporation of background knowledge during comprehension; how linguistic resources affect solving comprehension problems; and how first- and second-language knowledge jointly shape second-language reading sub-skills. By treating second-language reading as a multi-faceted and multi-lingual construct, the studies in the volume examine a variety of reading sub-skills, ranging from word identification to discourse comprehension, and in so doing, shed substantial light on the unique nature of reading development in a second language.