/LING
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Lista de candidatos sometidos a examen:
1) reading (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: reading
Is in goldstandard
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paper corpusSignosTxtLongLines122 - : The aim of this study is to detect certain developmental trends concerning Chilean school children's metacognitive knowledge about reading, which was analized in six subdomains: knowledge about text and task, and about four types of strategies (plannning, evaluation, reading and remedial strategies ). The data was obtained by means of a multiple choice instrument which was applied to a sample of 280 students attending 6^th and 8^th primary grades 2^nd and 4^th secondary grades, that is, covering 6 school years. The global analisis of the results showed a sustained increase in their metacognitive knowledge and the difference between all the grades sampled turned out to be statistically significative. A correlation test showed a very small lineal correlation among the six subdomains. Yet, when separating the results into the subdomains we found great difference in the rythm of development thus providing support for our analisis.
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paper corpusSignosTxtLongLines199 - : Formulating questions to assess reading comprehension: Applied research
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paper corpusSignosTxtLongLines216 - : van den Broek, P. , Young, M., Tzeng, Y. & Linderholm, T. (1999). The landscape model of reading: Inferences and the online construction of a memory representation . En H. van Oostendorp & S. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, N.J.: Erlbaum. [ [122]Links ]
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paper corpusSignosTxtLongLines217 - : van den Broek, P. , Risden, K., Fletcher, C.R. & Thurlow, R. (1996). A ‘landscape’ view of reading: Fluctuating patterns of activation and the construction of a stable memory representation . In B.K. Britton & A.C. Graesser (Eds.), Models of understanding text. (pp. 165-187). Mahwah, NJ: Lawrence Erlbaum.
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paper corpusSignosTxtLongLines229 - : van den Broek, P, Risden, K., Fletcher, C. & Thurlow, R. (1996). A "landscape" view of reading: Fluctuating patterns of activations and the construction of a stable memory representation . En B. Britton & A. Graesser (Eds.), Models of understanding text (pp. 165-187). Mahwah, N.J.: Erlbaum. [ [77]Links ]
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paper corpusSignosTxtLongLines229 - : van den Broek, P. , Young, M., Tzeng, Y. & Linderholm, T. (1998). The landscape model of reading: Inferences and the on-line construction of a memory representation . En H. van Oostendorp & S. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, N.J.: Erlbaum. [ [78]Links ]
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paper corpusSignosTxtLongLines246 - : from the traditional school: reading literature as an illustrate patrimony and writing as a conservation of language: orthography, vocabulary and calligraphy . At the same time, it is observed that in the lessons, literacy events are used, mainly, as a mechanism to reproduce information: copying and accessing information (inter-textual dialogism). These representations inside the school system are interpreted to be part of the retroactive effects on the educational processes of the standard tests being currently applied in the Chilean schools to measure quality of education (interaction dialogism).
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paper corpusSignosTxtLongLines248 - : Réfega de Figueiredo-Silva, M. (2001). Teaching academic reading: Some initial findings from a session on hedging . Ponencias del Postgraduate Conference 2001. Department of Theoretical and Applied Linguistics, Universidad de Edinburgo, Edinburgo, Reino Unido.
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paper corpusSignosTxtLongLines252 - : "...move users from the reading mode to one that requires a different sort of activity, such as taking a quiz, undertaking an exercise, playing a game, listening to a song, completing an on-line survey, or filling out a form" (Harrison, 2006:12 ).
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paper corpusSignosTxtLongLines282 - : Nowadays, reading is conceived as a complex cognitive activity which involves processes at different levels, from recognition of graphemes to the integration of global ideas from the text into the reader's knowledge. Regarding this conception, Adams (1980) identifies three levels of processing that intervene in reading: word recognition, syntactic processing and semantic processing . The two first are known as micro processes, whereas the last is a macro process and is related to text comprehension. The existing models differ in explaining how these processes relate with each other; essentially they differ in acknowledging or not the need to complete one of the processes in order to pass the information on to the next one. According to González (1993) these differences have given rise to three types of models: bottom-up processing (Just & Carpenter, 1987; Roelofs, 1997) top-down processing (Smith, 1971; Johnson, 1975) and the interactive model, which is more widely accepted nowadays. The
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paper corpusSignosTxtLongLines282 - : 1.4. Variables influencing the level of reading comprehension: Personal and contextual variables
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paper corpusSignosTxtLongLines282 - : When applying programs of instruction of comprehension and metacomprehension strategies, a number of variables are controlled in order to relate the pupils' development to the instruction received. We apply personal and contextual variables. Personal variables significantly influence the reading output are: intelligence (Baumann, 1985 ; Raven, Raven & Court, 1995), vocabulary level (Anderson & Freeboy, 1980; Suarez, Seisdedos & Meara, 1998) and attitude toward reading (Baumann, 1990; Alonso, 1991; Ruddell et al., 1994; Guthrie & Wigfield, 1999). Contextual variables can be school related or not. School-related contextual variables refer to teachers, the instruction methodology and, in our case, the linguistic model (Etxeberria, 1999), and they are all taken into account in our design. Contextual variables which are not school related are family related: the family socio cultural level (Cohen, 1975; Jiménez, 1988) and the family attitude towards reading (Espín, 1987; Edelsky, Hudelson,
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paper corpusSignosTxtLongLines282 - : In this stage, the level of reading comprehension in Spanish and Euskera and all the significant personal and contextual variables were also measured: intelligence, vocabulary level in Spanish, pupil's attitude towards reading, family language and parents' level of education .
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paper corpusSignosTxtLongLines282 - : With the aim of analysing the influence of the personal variables of the pupils following the reading comprehension program in Spanish and Euskera before starting the educational intervention, the following variables were assessed: intelligence, vocabulary level in Spanish, pupil's attitude towards reading, family's attitude towards reading, parents' level of education, reading comprehension in Spanish and Euskera .
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paper corpusSignosTxtLongLines282 - : Regarding the reading comprehension level in Euskera, experimental group B improved their results significantly unlike control group B, as can be seen in [507]Table 5:
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paper corpusSignosTxtLongLines311 - : What then makes history discourse so hard to learn? To answer this question we have to return to the question of values. However true it is epistemologically speaking that history borrows its '-ism' terms from other disciplines, axiologically speaking it builds up its own system of values around them. In classroom discourse this at times involves considering the way in which key players value '-isms'. Continuing work on the Ho Chi Minh text introduced above, one student reads the following passage aloud (Ho himself has been reading Lenin's 'Thesis on the national and Colonial Questions', published by L'Humanité):
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paper corpusSignosTxtLongLines319 - : The predicate ´intelligent´ in Carlson´s (1977) terminology is an ILP because ´intelligent´ is a permanent property that applies to individuals, while the predicate ´tired´ is a SLP because it denotes a transitory property that applies to stages of an individual. He also observes that bare plural subjects with ILPs cannot have an existential reading while SPLs admit both generic and existential readings:
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paper corpusSignosTxtLongLines319 - : an overt operator present, a generic null operator can be inserted giving rise to the only possible reading: generic . Since the subject of an SLP is generated inside the VP, it can either raise to Spec IP or stay in the VP, and therefore can receive both interpretations. In ILPs the subject is generated in IP and cannot reconstruct to VP. Therefore it only receives a generic reading. For Kratzer (1995) SLPs have a Davidsonian argument that locates in space and time the property or event that is predicated. This argument has the form of a variable that can be bound by an adverbial or by existential closure. The presence of this extra argument in SLPs but not in ILPs would explain why SLPs but not ILPs can appear with certain kinds of adverbials:
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paper corpusSignosTxtLongLines335 - : Magliano, J. P., Millis, K. K., Ozuru, Y. & McNamara, D. (2007). A multidimensional framework to evaluate reading assessment tools. En D. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp . 107-136). Mahwah, NJ: Lauwrence Erlbaum. [ [91]Links ]
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paper corpusSignosTxtLongLines354 - : Micro and macro-structural comprehension monitoring when reading science texts in a foreign language: Is it just a proficiency matter ?
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paper corpusSignosTxtLongLines360 - : 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 ]
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paper corpusSignosTxtLongLines392 - : Implicit theories about reading comprehension: Exploratory study in university students
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paper corpusSignosTxtLongLines406 - : The impact of a linguistic intervention on rhetorical inferential comprehension and metacognition in EFL academic reading: A quasi-experimental, mixed-methods study^[23]*
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paper corpusSignosTxtLongLines406 - : “a metacognitive process… essential for competent reading, which directs the reader’s cognitive processes as he/she strives to make sense of incoming textual information” (Wagoner, 1983: 328 ).
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paper corpusSignosTxtLongLines406 - : Van den Broek et al. (2002) use the term ‘standards of coherence’ to designate a kind of metacognitive knowledge/activity involved in reading comprehension. ‘Standards of coherence’ refers to a readers’ idea of what good comprehension is (a kind of declarative knowledge) and what it necessitates (a kind of procedural and perhaps also conditional knowledge) for a specific reading task. For example, a reader holding a low standard of coherence for a specific reading task may think that good comprehension involves understanding a few keywords in a document’s title .
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paper corpusSignosTxtLongLines406 - : This meta-strategy is a component of comprehension monitoring and involves a shift from assuming that one’s understanding of a local segment is right, to treating such understanding as an emergent mental representation whose validity is contingent upon further verification aided by either deeper reading of the same segment, or confirmation from other, adjacent or non-adjacent segments. An example of the use of this strategy comes from reading the intro to Larsen-Freeman (2000: 2 ), reproduced below.
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paper corpusSignosTxtLongLines406 - : 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 ]
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paper corpusSignosTxtLongLines41 - : ^1 Según P. de Man, todo texto se construye a partir de una secuencia de tropos, que confieren al lenguaje un sentido diferente del "literal". De ahí que toda lectura se constituya en un proceso alegórico. Hamacher ([86]1989:182) acota: "The literary texts devoted to this tension are not exhausted in figurative -and in the last analysis, this means metaphorical- discourse and its destruction, but rather, by reiterating its aporia, at the same time they expose another way of reading them: they are allegories ."
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paper corpusSignosTxtLongLines436 - : Narváez Cardona, E. (2012). Training Experiences in Reading and Writing in a Colombian University: The Perspective of a Professor . En C. Thaiss, G. Bräuer, P. Carlino, L. Ganobcsik-Williams & A. Sinha (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places (pp. 147-156). West Lafayette, Indiana: Parlor Press & WAC Clearinghouse. [ [100]Links ]
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paper corpusSignosTxtLongLines441 - : La Pedagogía de Género ha diseñado aspectos metodológicos que ayudan a los estudiantes a comprender el contexto cultural, las etapas y las herramientas del lenguaje de los textos estudiados. Martin y Rose (2012), en el proyecto Reading to Learn, presentan la secuencia didáctica como un ciclo guiado por el maestro: inicia con la selección de un género y la reflexión sobre el campo del saber en el que se inscribe ; luego pasa por la deconstrucción, allí se analizan las relaciones entre el campo, el tenor y el modo, como mecanismo de acción en el contexto cultural. Una vez comprendidos estos aspectos, se pasa al ejercicio de escritura, conservando el mismo género elegido. Este ejercicio parte de un trabajo en conjunto, modelado por el docente, para dar paso al trabajo independiente; en este último, el estudiante puede emular tanto las características genéricas del texto abordado, como las estrategias que fueron utilizadas por el maestro en la construcción conjunta. Finalmente, se propone
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paper corpusSignosTxtLongLines534 - : * - For an hour-long class a poem is perfect as you can finish reading it (item 11: conciseness ).
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paper corpusSignosTxtLongLines534 - : The analysis of the trainees’ written comments in response to the questionnaires revealed recurrent opinions and rationales which facilitated the interpretation of the numerical data. To focus firstly on the linguistic dimension, the positive view that poetry might help learners to improve reading skills in the EFL class (item 1) was linked to two main ideas: the typical brevity of poems and the perceived non-triviality of its topics, mentioned by five and thirteen students respectively . Regarding length, one student highlighted as an advantage the fact that ‘you do not get tired when reading them’. Shortness, however, appears as a double-edged sword since, for two students who had assigned a low value to this item, the conciseness of poetic texts was considered a disadvantage on the grounds that, ‘Poetry isn't very useful for practising reading as poems are very short’. It appears that, for these learners, reading seemed to be more equated with ‘extensive’ reading. The same principle might
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paper corpusSignosTxtLongLines534 - : As for pronunciation (item 5), twenty-one students pointed out that reading aloud-given the rhythmic nature of poetry-was useful for assimilating the sounds and intonation of the language. Evidently, this perceived advantage can only be triggered if reading aloud is undertaken in the classroom, a fairly infrequent practice, according at least, to the opinions of two informants: ‘Reading aloud poetry or any other text in English is helpful for learning phonetics although we seldom do this in class, and when we do it the teacher only corrects pronunciation superficially, probably because it takes up a lot of time’ . Consequently, although the trainees seemed to appreciate the value of poetry in helping them improve their pronunciation when read aloud, they also acknowledged that the oral feature of poetry tends to be underexploited in class.
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paper corpusSignosTxtLongLines534 - : likely to occur when reading other types of texts: ‘Poems are short but very difficult to interpret . I prefer parts of novels or news items from the press or the Internet’.
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paper corpusSignosTxtLongLines539 - : Puesto que en la literatura previa no hemos encontrado ningún modelo que identifique los movimientos típicos de las fichas descriptivas de embutidos, teniendo en cuenta que “you determine the code for a chunk of data by careful reading and reflection on its core content and meaning” (^[90]Miles, Huberman & Saldana, 2014: 73 ), en una primera fase hemos revisado una muestra de diez fichas de producto en cada una de las lenguas (español e inglés) y hemos diseñado una propuesta de etiquetas basándonos en nuestro conocimiento previo y en la observación de los posibles movimientos y pasos que podrían constituir la estructura retórica de dichos textos en cada lengua. Este procedimiento ha sido utilizado previamente por ^[91]Cristobalena Frutos (2016) para estudiar los manuales de instrucciones de electrodomésticos.
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paper corpusSignosTxtLongLines550 - : Conceptions about reading of teachers of public schools in Araucanía, Chile: How are their reading profiles ?
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paper corpusSignosTxtLongLines550 - : Villalón, R., Merisuo-Storm, T., Izquierdo-Magaldi, B., Melero, A. & Soininen, M. (2016). Reading attitudes and text comprehension of Finnish and Spanish pupils: A comparative study . Ponencia presentada en Conference of the EARLI SIG 2 Comprehension of Text and Graphics, Ginebra, Suiza. [ [248]Links ]
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paper corpusSignosTxtLongLines575 - : Relationship between morphological awareness and reading skills: A study with Spanish speaking children
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paper corpusSignosTxtLongLines578 - : Hypertext structure and reading skills: Analysis of 12th graders’ argumentative texts digital production
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paper corpusSignosTxtLongLines590 - : Relationship between vocabulary and reading comprehension: A transversal study in primary education
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paper corpusSignosTxtLongLines592 - : ^[46]Gomes-Koban, Calet and Defior (2019: 379) note similar limitations of extrapolating insights from English reading research to Spanish:
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paper corpusSignosTxtLongLines64 - : Consecuentes con su comentario, [32]Jacobs y Paris (1987) elaboraron lo que parece ser el primer intento por llevar a cabo una medición más precisa de aspectos relacionados con la evolución del conocimiento metacomprensivo. Dichos investigadores informan de un cuestionario, el Index of Reading Awareness (IRA), diseñado para medir la conciencia que los sujetos tienen de cuatro aspectos de la metacognicion lectora: la evaluación, la planificación, la regulación y un aspecto de lo que ellos han denominado conocimiento condicional . El instrumento contiene veinte preguntas con tres opciones de respuestas, cada una de las cuales implica diferente nivel de domino metacognitivo y, por ende, diferencia en los puntajes asignados.
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paper corpusSignosTxtLongLines72 - : The purpose of the present reading of a medieval hagiography, the Vita Sanctae Hildegardis Virginis, composed in the 1180s by the monk Theoderich of Echternach, is to find out about the possible emergence of a certain type of feminine sanctity and of a feminine "persona" in a text in which we can perceive the interplay between two quite different voices: that of Theoderich and that of Hildegard of Bingen (1098-1179 ) herself; her presence is made manifest by the numerous autobiographical fragments inserted by Theoderich in his hagiography.
Evaluando al candidato reading:
1) comprehension: 18 (*)
3) variables: 9 (*)
6) processes: 6
8) vocabulary: 6 (*)
9) contextual: 6
12) texts: 5 (*)
13) broek: 5
14) processing: 5 (*)
15) understanding: 5 (*)
17) instruction: 5
18) mahwah: 5
20) attitude: 5
reading
Lengua: eng
Frec: 986
Docs: 190
Nombre propio: 6 / 986 = 0%
Coocurrencias con glosario: 6
Frec. en corpus ref. en eng: 184
Puntaje: 6.670 = (6 + (1+6.33985000288463) / (1+9.9469062744564)));
Rechazado: muy disperso; muy común;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| reading |
: De la Cruz's ECL 1 and 2 Tests (1999) for the evaluation of reading comprehension. : “quotative readings of the IMPF arise as a particular effect of aspectual coercion: they occur when the IMPF coerces a telic predicate under its scope into an atelic one by producing a prospective reading.” (^[101]Leonetti & Escandell Vidal, 2003:141) : Abdullah, K. B. (1994). The critical reading and thinking abilities of Malay secondary school pupils in Singapore. Tesis doctoral, Universidad de Londres, Londres, Inglaterra. : Adams, M. (1980). Failures to comprehend and levels of processing in reading. In R. Spiro, B. Bruce & W. Brewer (Eds.), Theoretical issues in reading compression (pp. 11-32). New Jersey: LEA. : Afflerbach, P. (2004). National Reading Conference policy brief: High stakes testing and Reading achievement. Oak Creek, WI: National Reading Conference. : Al Otaiba, S., Kosanovich, M. L. & Torgesen, J. K. (2012). Assessment and instruction for phonemic awareness and word recognition skills. In A. G. Kamhi & H. W. Catts (Editors), Language and reading disabilities (pp. 112-140). New York: Pearson. : Alderson, J. (1984). Reading in a foreign language: A reading problem or a language problem? En J. Alderson & A. Urquhart (Eds.), Reading in a foreign language (pp. 1-24). London: Longman. : Alderson, J. (2000). Assessing reading. Cambridge: Cambridge University Press. : Alderson, J. (2000). Assessing reading. Cambridge: Cambridge University Press. Association of Languaje Testers in Europe (ALTE) (2007) [en línea]. Disponible en: [49]http://www.alte.org/furtherinfo/framework_english.pdf : Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a language problem? En J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 122-135). Nueva York: Ablex. : Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University Press. : Anderson, N., Bachman, L., Perkins, K. & Cohen, A. (1991). An exploratory study into the construct validity of a reading comprehension test: Triangulation of data sources. Language Testing, 8(1), 41-66. : Anderson, R. & Pearson, P. (1984). A schema-theoretic view of basic processes in reading comprehension. En P. Pearson (Ed.), Handbook ofreading research (pp. 255-291). Nueva York: Longman. : Anderson, V. & Freeboy, P. (1980). Vocabulary knowledge and reading. Reading Education Report Nº11. Cambridge: Illinois University Urbana. : Andrá, C., Lindstrom, P., Arzarello, F., Holmqvist, K., Robutti, O. & Sabena, C. (2013). Reading mathematics representations: An eye-tracking study. International Journal of Science and Mathematics Education, 13(2), 237-259. : Anthony, J., Lonigan, C., Driscoll, K., Phillips, B. & Burgess, S. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38(4), 470-487. : Applegate, A. J. & Applegate, M. D. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57, 554-563. : Armbruster, B., Lehr, F. & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: National Institute for Literacy. : Asselin, M. (2000). Confronting assumptions: Preservice teachers’ beliefs about reading and literature. Reading Psychology, 21(1), 31-55. : August, D. L.; Flavell, J. y Clift, R. (1984). "Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers" en Reading Research Quaterly, 20. : BLOOME D. y EGAN-ROBERTSON, A. (1993). The Social Construction of Intertextuality in Classroom Reading and Writing Lessons. International Reading Association. 28,4. : BRENT, D. (1992) Reading as rhetorical invention, Urbana: National Council of Teachers of English. : Baeza-Yates, R. & Ribeiro-Neto, B. (1996). Modern information retrieval: The concepts and technology behind search. Reading, M.A.: Addison-Wesley. : Baker, L. & Brown, A. (1984). Metacognitive skill and reading. En D. Pearson, R. Barr, M. Kamil & P. Mosenthal (Comps.), Handbook of reading research (pp. 353-394). New York: Longmann. : Baker, L. & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension: Cognition, language and the structure of prose (pp. 21-43). Newark, Delaware: International Reading Association. : Baker, L. & Wigfield, A. (1999). Dimensions of children’'s motivation for reading and their relations to reading activity and reading achievement. Reading research quarterly, 34(4), 452-477. : Baker, L. (1991) "Metacognition, Reading and Sciencie Education" en Science Learning C.M. Santa & D. Alverman (eds.) Newark, Delaware: IRA. : Baker, L. y A. Brown. 1984. Cognitive monitoring in reading, en J. Flood (Ed.); Understanding reading comprehension: Cognition, language and the structure of prose. Newark, DE: IRA. : Baker, L., (1996). Social influences on metacognitive development in reading. En C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties (pp. 331-352). Mahwah, NJ: Erlbaum. : Balota, D.A., Flores d'Arcais, G.B., y Rayner, K. (Eds.) (1990) Comprehension processes in reading. Hillsdale. New Jersey: Erlbaum. : Bar-Kochva, I. & Nevo, E. (2018). The relations of early phonological awareness, rapid‐naming and speed of processing with the development of spelling and reading: a longitudinal examination. Journal of Research in Reading, 42(1), 97-122. doi: 10.1111/1467-9817.12242 : Barret, T. C. (1972). Taxonomy of reading comprehension. Reading 360 Monograph. Lexington, MA: Ginn & Co. : Barton, D., Hamilton, M. & Ivanic, R. (2000). Situated literacieds. Reading and writing in context. Londres: Routledge. : Baumann, J. F., Seifert-Kessell, N., & Jones, L. A. (1992). Effect of think-aloud instruction on elementary students' comprehension monitoring abilities. Journal of Reading Behavior, 24, 143-172. : Bazerman, Ch. (1998). Emerging perspectives on the many dimensions of scientific discourse. En J. Martin & R. Veel (Eds.), Reading science. Critical and functional perspectives on discourses of science (pp. 15-28). London: Routledge. : Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991). Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 26, 251-276. : Beck, I. L., Perfetti, C. A. & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521. : Beers, S. & Nagy, W. (2011). Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation. Reading and Writing, 24, 183-202. : Beers, S. F. & Nagy, W. E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing, 22(2), 185-200. DOI: 10.1007/s11145-007-9107-5 : Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156. : Bernhardt, E. B. & Kamil, M. L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypothesis. Applied Linguistics, 16(1), 15-33. : Berninger, V., Yates, Ch., Cartwright, A., Rutberg, J., Remy, E. & Abott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing: An Interdisciplinary Journal, 4, 257-280. : Besnier, N. (1995). Literacy, emotion, and authority: Reading and writing on a polynesian atoll. Cambridge University Press. : Biancarosa, G. & Snow, C. (2004). Reading next- A vision for action and research in middle and high school literacy: A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. : Blachman, B. (1994). What we have learned from longitudinal studies of phonological processing and reading, and some unanswered questions: A response to Torgesen, Wagner and Rashotte. Journal of Learning Disabilities, 77, 787-791. : Bowey, A. & Patel, K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367-383. : Bowey, J. A. (1986). Syntactic awareness in relation to reading skill and ongoing comprehension monitoring. Journal of Experimenal Child Psychology, 41, 282-299. : Bradley, L. & Bryant, P. (1985). Rhyme and reason in reading and spelling. AM Arbor: The University of Michigan Press. : Brantmeier, C. & Dragiyski, B. (2009). Toward a dependable measure of metacognitive reading strategies with advanced L2 learners. In C. 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