/LING
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Lista de candidatos sometidos a examen:
1) reading process (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: reading process
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt512 - : material world” (Student artifact, February 24). Likewise, learners inferred that in the verse, “And yet it will be done as sure as flocks go home at night”, that the poet had created a simile to compare the speaker’s faith in going to heaven to the flocks that arrive home at night. For learners, “the flocks” represented “saved believers,” the “night” suggested death, and “home” represented heaven (Field notes, March 22). Sixteen opinions in the questionnaires (March 30) revealed this two-fold effort with language deviation during the reading process:
2
paper CL_LiteraturayLingüísticatxt212 - : strategies as they move toward reading proficiency. Similar evidence was found by O'Malley et al (1985b), suggesting that advance learner can attend to other aspects of learning that mere input, for example metacognitive control. Along with this concern for strategy use, it is necessary to acknowledge the role of those metacognitive factors that come into play in the monitoring of the reading activity. As Carell (1989) concludes "the first aspect of metacognition is the reader's conceptualizationof the reading process:howthereaderconceptualizes what s/heisdoing in reading" (p .122).
3
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 )".
4
paper CO_ColombianAppliedLinguisticsJournaltxt12 - : The authors of Revaluing the Reading Process of Adult ESL/EFL Learners Through Critical Dialogues believe that "ESL/EFL learners reading in English often have difficulties understanding references ...in various popular texts, not because of complexity of grammar or vocabulary but due to their unfamiliarity with socio-cultural aspects of the English material they read." A problem in becoming fully literate in English is that international students "rarely consider that what they know about their reading in their first language can support their reading and in the second language." The authors present the experiences they provide for their graduate students to help them use their L1 literacy abilities in reading English.
5
paper CO_CuadernosdeLingüísticaHispánicatxt147 - : Katz, L. & Frost, R. (1992). The Reading process is different for different orthographies: The orthographic depth hypothesis . In R. Frost, & L. Katz (Eds.). Orthography, phonology, morphology, and meaning (pp. 67-84). Amsterdam: Elsevier Science. [132]https://doi.org/10.1016/S0166-4115(08)62789-2 [ [133]Links ]
6
paper CO_Íkalatxt203 - : For those reading theorists who recognized the importance of both the text and the reader in the reading process, an amalgamation of the two emerged: the interactive approach . The interactive model (^[61]Rumelhart, 1977; ^[62]Stanovich, 1989) stressed both what is written on the page and what the reader brings to it using both top-down and bottom-up skills, an interaction between what is on the page and what a reader knows. Early second language reading research embraced a top-down model, but has more recently recognized how crucial bottom-up skills are in the reading process (see ^[63]Birch, 2007 and ^[64]Grabe, 2008).
Evaluando al candidato reading process:
1) reader: 5 (*)
3) learners: 4 (*)
4) flocks: 3
10) goodman: 3
reading process
Lengua: eng
Frec: 78
Docs: 30
Nombre propio: 2 / 78 = 2%
Coocurrencias con glosario: 2
Puntaje: 2.685 = (2 + (1+4) / (1+6.3037807481771)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| reading process |
: Weaver, C. (1994). Reading Process and Practice: From Socio-Psycholinguistics to Whole Language. Portsmouth: Heinemann Educational Books. |