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Lista de candidatos sometidos a examen:
1) language reading (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: language reading


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt189 - : Carrell states that, "Although Goodman did not characterize his theory as top - down model, and continues to resist this characterization himself (Goodman 1981), several other reading experts (Anderson 1978; Cziko 1978) have recently characterized it basically as a concept-driven, top - down pattern in which 'higher level processes interact with, and direct theflow of information through, lower- level processes' (Stanovich 1980:34). In any event, the impact that Goodman's psycholinguistic theory had on both first or native language reading, and later on, on second or foreign language reading, was to make the reader an active participant in the reading process, making and confirming predictions, primarily from his or her background knowledge of the various linguistic levels (graphophonic, syntactic, and semantic) in the broadest sense of these terms (Carrell, 1990:3 )".

2
paper CO_Íkalatxt203 - : Before the recent attention to texts as sociosemiotic and multimodal conveyors of meaning, reading was historically seen from three different cognitive perspectives, and these models were readily adopted to describe second language reading: "bottom-up," "top-down," and "interactive ." Bottom-up theorists, including ^[57]Gough (1972) and ^[58]LaBerge and Samuels (1974), emphasized the ability to decode or put into sounds what is seen in a text. In this model, the power rests in the text and it is the job of the reader to "decode" it much like a puzzle. Alternatively, top-down reading models focused on what readers bring to the process (^[59]Goodman, 1967; ^[60]Smith, 1971). In this model, readers were seen to sample the text and contrast it with their world knowledge to make sense of what was written; therefore power rests with the reader.

3
paper CO_Íkalatxt203 - : c) The interactive dimension of reading should not be limited to the interplay between bottom-up and top-down processes but expand to the relations between images and text, i.e., the various intersemiotic senses generated by the visual and verbal modes. The understanding of these intersemiotic relations, in the case of second language reading, are influenced by at least two factors: learning preferences and proficiency level . Some authors have postulated that visual learners or visualizers (^[71]Vincent, 2005) benefit more from having images in the text; others have hypothesized that low proficiency second language learners would resort more to images in search for meaning (see, for example, ^[72]Liu, 2004). This modal intersemiotic interactivity may open the language learner avenues to explore cultural artifacts such as graphic novels, graffiti, memes, and other emerging genres. The adult learner interacts with a multimodal text at various levels, from intersemiotically assembling the

4
paper corpusRLAtxt114 - : Ulijn, J. M. y Kempen, G. A. M. (1976). The role of the first language in second language reading comprehension: Some experimental evidence . En G. Nickel (ed.), Proceedings of the 4th International Congress of Applied Linguistics (pp. 495-507). Stuttgart, Germany: Hochschulverlag. [ [53]Links ]

5
paper corpusSignostxt360 - : Leow, R. P. (2009b). Modifying the L2 reading text for improved comprehension and acquisition: Does it work? In Z. Han & N. J. Anderson (Eds.), Second language reading research and instruction: Crossing the boundaries (pp . 83-100). Ann Arbor, MI: The University of Michigan Press. [ [58]Links ]

6
paper corpusSignostxt406 - : Pulido, D. (2009). Vocabulary processing and acquisition through reading: Evidence for the rich getting richer. In Z. Han, N.J. Anderson & D. Freeman (Eds.), Second language reading research and instruction: Crossing the boundaries (pp . 65-82). Ann Arbor, MI: The University of Michigan Press. [ [61]Links ]

Evaluando al candidato language reading:


3) goodman: 4
6) processes: 3
7) top-down: 3 (*)
8) images: 3
9) intersemiotic: 3
11) anderson: 3
12) bottom-up: 3 (*)

language reading
Lengua: eng
Frec: 87
Docs: 39
Nombre propio: / 87 = 0%
Coocurrencias con glosario: 2
Puntaje: 2.740 = (2 + (1+4.52356195605701) / (1+6.4594316186373)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
language reading
: 1. Anderson, N. (2009). ACTIVE Reading: The research base for a pedagogical approach in the reading classroom. In Han, Z.-H. & Anderson, N. (Eds.), Second Language Reading: Research and Instruction (pp. 117-143). Ann Arbor, MI: University of Michigan Press.
: 12. Devine, J. (1993). The role of metacognition in second language reading and writing. In Carson, J. & Leki, I. (Eds.), Reading in the Composition Classroom: Second Language Perspectives. Boston: Heinle & Heinle.
: 13. Han, Z., Anderson, N. J. y Freeman, D. (2009). Introduction: Crossing the boundaries. En Han, Z. y Anderson, N. J. (Eds.). Second language reading research and instruction. Crossing the boundaries (pp. 1-13). Michigan: The University of Michigan Press.
: 29. Hudson, T. (2007). Teaching second language reading. Oxford, England: Oxford University Press.
: 3. Barnett, M. (1989). More than meets the eye. Foreign language reading: Theory and practice. Englewood Cliffs, NJ: Prentice Hall Regents.
: 8. Koda, K. (2005). Insights into Second Language Reading. A Cross-Lingüistic Approach. New York,USA: Cambridge University Press.
: Anderson, N. (1991) "Individual Differences in Strategy Usein Second Language Reading and Testing". The Modern Language Journal, 75, (4), 460-472.
: Anderson, N. (1999). Exploring second language reading: Issues and strategies. Washington: Heinle & Heinle Publishers.
: Anderson, N. (2009). ACTIVE reading: The research base for a pedagogical approach in the reading classroom. In H. Zhao & N. Anderson (Eds.), Second language reading research and instruction: Crossing the boundaries (pp. 117-143). Michigan: University of Michigan Press.
: Anderson, N.J. (1999). Exploring Second Language Reading: Issues and Strategies. Boston, MA: Heinle & Heinle.
: Barnett, M. (1989). More than Meets the Eye: Foreign Language Reading. Language and Education: Theory and Practice. Englewood Cliff: Prentice-Hall.
: Barnett, Marva A. (1986). Syntactic and lexical/semantic skill in foreign language reading: Importance and interaction. The Modern Language Journal,70 (4), 343-349.
: Brantmeier, C. & Dragiyski, B. (2009). Toward a dependable measure of metacognitive reading strategies with advanced L2 learners. In C. Brantmeier (Ed.), Crossing languages and research methods: Analyses of adult foreign language reading (pp. 47-72). Charlotte, NC: IAP.
: Carrel, P. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73, 121-134.
: Carrel, P. etal (1990) Interactive Approaches to Second Language Reading. Cambridge University Press.
: Carrell, P 1988b. Some causes of text-boundedness and schema inference in ESL reading. En P. Carrell, J. Devine & D. Eskey (Eds), Interactive Approaches to Second Language Reading. (pp. 101-113.). Cambridge: Cambridge University Press.
: Carrell, P. L. (1991). Second language reading: Reading ability or reading proficiency? Applied Linguistics, 12, 159-179.
: Carrell, Patricia, Devine, Joanne, & Eskey, David (1991). Interactive approaches to second language reading / edited by. Cambridge: Cambridge Univ. Press.
: Coady, James 1993 "Research on ESL/EFL vocabulary acquisition: Putting it in context". En Second Language Reading and Vocabulary Learning. Eds., Thomas Huckin, Margot Haynes y James Coady.Norwood, NJ: Ablex Publishing, 3-23.
: Elston,-Guttler, K. E. & Williams, J. N. (2008). First language polysemy affects second language meaning interpretation: Evidence for activation of first language concepts during second language reading. Second Language Research, 24(2), 167-87.
: Ghaith, Ghazi (2003). "Effects of the learning together model of cooperative learning on english as a foreign language reading achievement, academic self-esteem, and feelings of school alienation". Bilingual research journal, 27(3).
: Grabe, W. (1991). Current development in second language reading research. tesol Quarterly, 25(3), 375-406. [169]https://doi.org/10.2307/3586977
: Han, F. & Stevenson, M. (2008). Comprehension monitoring in first and foreign language reading. University of Sydney Papers in TESOL, 3, 73-110.
: Han, Z. & D’Angelo, A. (2009). Balancing between comprehension and acquisition: Proposing a dual approach. In Z. Han, N. J. Anderson & D. Freeman (Eds.), Second language reading research and instruction: Crossing the boundaries (pp. 173-191). Ann Arbor, MI: The University of Michigan Press.
: Hazelrigg, A. C. (2009). Second language reading research: A critical review [on line] Retrieved from: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/80/3e/c4/72.pdf
: Hosenfeld, C., Arnold, V., Kirchofer, J., Laciura, J., & Wilson, L. (1981). Second language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14(5), 415-422. [245]https://doi.org/10.1111/j.1944-9720.1981.tb01661.x.
: Kern, R. G. (1989). Second language reading strategy instruction: Its effect on comprehension and word inference ability. Modern Language Journal, 73(2), 135-149.
: Koda, K. (1987). Cognitive strategy transfer in second language reading. En J. Devine, P. Carrell & D. Eskey (Eds.), Research in reading in English as a second language (pp. 125-144).Washington, DC:TESOL.
: Koda, K. (2005). Insights into Second Language Reading. A Cross-Linguistics Approach. New York: Cambridge University Press.
: Koda, K. (2007). Reading and language learning: Crosslinguistic constrains on second language reading development. Language Learning, 57(1), 1-44.
: Lee, James F. (1998). The relationship of verb morphology to second language reading comprehension and input processing. The Modern Language Journal, 82 (1), 33-48.
: Lopera, S. (2014). Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality. PROFILE, 16(1), 89-104.
: Mahmoud, A. (2006) Translation and foreign language reading comprehension: A neglected didactic procedure. English Teaching Forum, 44. (4) p.28-40.
: Morrison, L. (2004). Comprehension monitoring in first and second language reading. The Canadian Modern Language Review, 61(1), 77-106.
: Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. Modern Language Journal, 83, 202-218. [207]https://doi.org/10.1111/0026-7902.00016
: Taguchi, E., Gorsuch, G. J. & Sasamoto, E. (2006). Developing second and foreign language reading fluency and its effect on comprehension: A missing link. The Reading Matrix, 6(2), 1-19.