An academic intervention program for EFL university students with reading disabilities

Journal of Adolescent and Adult Literacy

Volumn 48, Issue 2, 2004, Pages 102-113

  Schiff, Rachel ^a   Calif, Sharon ^b  

^a BAR ILAN UNIVERSITY   (Israel)

^b Haddad Center   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 8744309859     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: 10.1598/JAAL.48.2.2     Document Type: Review

References (66)

1. Baker, L., & Brown, A.L. (1984). Metacognitive skills in reading. In P. D. Pearson, R. Barr, M.L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353-394). New York: Longman.
2. Bakken, J.P., Mastropieri, M.A., & Scruggs, I.E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. The Journal of Special Education, 31, 300-324.
3. Barksdale-Ladd, M.A., & Thomas, K.P. (2000). Metacognitive processes: Teaching strategies in literacy education courses. Reading Psychology, 21, 384-397.
4. Baumann, J.F., Jones, L.A., & Seifert-Kessell, N. (1993). Using think-alouds to enhance children's comprehension monitoring abilities. The Reading Teacher, 47, 184-193.
5. 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, 143-167.
6. Bos, C.S., & Vaughn, S. (1994). Strategies for teaching students with learning and behavior problems. Boston: Allyn & Bacon.
7. Bowey, J.A., & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91-121.
8. Brod, R., & Huber, B.J. (1996). The MLA survey of foreign language entrance and degree requirements 1994-1995. ADFI. Bulletin, 28, 35-43.
9. Brown, A., Campione, J., & Day, J. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10, 14-21.
10. Brown, A., & Palincsar, A. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glasner (pp. 393-451). Hillsdale, NJ: Erlbaum.
11. Brown, T.L., & Haynes, M. (1985). Literacy background and reading development in second language. In T.H. Carr (Ed.), The development of reading skills (pp. 19-34). San Francisco: Jossey-Bass.
12. Bruce, M.E., & Robinson, G.L. (2000). Effectiveness of a metacognitive reading program for poor readers. Issues in Educational Research, 10, 1-20.
13. Bruck, M. (1990). Word recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26, 439-454.
14. Butler, L. (1995). Promoting strategic learning by post-secondary students with learning disabilities. Journal of Learning Disabilities, 28, 170-190.
15. Carrell, P.L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19, 727-757.
16. Carrell, P.L., Pharis, B.G., & Liberto, J.G. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 20, 463-494.
17. Cook, G. (1989). Discourse in language teaching: A scheme for teacher education. Oxford, UK: Oxford University Press.
18. Cziko, G. (1978). Differences in first- and second-language reading: The use of syntactic, semantic and discourse constraints. Canadian Modern Language Review, 34, 473-489.
19. Dembo, M.H. (1994). Applying educational psychology (5th ed.). White Plains, NY: Longman.
20. Faerch, C., & Kasper, G. (1987). Perspectives on language transfer. Applied Linguistics, 8, 111-136.
21. Flavell, J.H. (1979). Metacognition and cognition monitoring: A new area of cognitive development inquiry. American Psychologist, 34, 906-911.
22. Flavell, J.H. (1981). Cognitive monitoring. In W.P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York: Academic Press.
23. Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.
24. Garner, R. (1994). Metacognition and executive control. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 715-732). Newark, DE: International Reading Association.
25. Garner, R., & Reis, R. (1981). Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders. Reading Research Quarterly, 16, 569-582.
26. Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
27. Granschow, L., Sparks, R., Javorsky, J., Pholman, J., & Bishop-Marberry, A. (1991). A "foreign" language learning disability. Journal of Learning Disabilities, 24, 530-541.
28. Hancin-Bhatt, B., & Nagy, W. (1994). Lexical transfer and second language morphological development. Applied Psycholinguistics, 15, 289-310.
29. Jiménez, R.T., Garcia, G.E., & Pearson, P.D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31, 90-112. doi:10.1598/RRQ.31.1.5
30. Koda, K. (1987). Cognitive strategy transfer in second language reading. In J. Devine, P.L. Carrell, & D.E. Eskey (Eds.), Research in reading in English as a second language (pp. 125-144). Washington, DC: Teachers of English to Speakers of Other Languages.
31. Koda, K. (1988). Cognitive process in second language reading: Transfer of L1 reading skills and strategies. Second Language Research, 4, 133-156.
32. Koda, K. (1994). Second language reading research: Problems and possibilities. Applied Psycholinguistics, 15, 1-28.
33. Koda, K. (1998). The role of phonemic awareness in second language reading. Second Language Research, 14, 194-215.
34. Koda, K. (2000). Cross-linguistics variations in L2 morphological awareness. Applied Psycholinguistics, 21, 297-320.
35. Kucan, L., & Beck, I. (1996). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67, 271-299.
36. Miller-Guron, L., & Lundberg, I. (2000). Dyslexia and second language reading: A second bite at the apple? Reading and Writing: An Interdisciplinary Journal, 12, 41-61.
37. Miranda, A., Villaescusa, M.I., & Vidal-Abarca, E. (1997). Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning disabilities. Journal of Learning Disabilities, 30, 503-512.
38. Mokhtari, K., & Reichard, C.A. (2002). Assessing readers' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94, 249-259.
39. Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
40. Muljani, D., Koda, K., & Moates, D.R. (1998). The development of word recognition in a second language. Applied Psychotinguistics, 19, 99-113.
41. Nadel, E., & Fishman, J. (1977). English in Israel: A sociolinguistic study. In J. Fishman, R. Cooper, & A. Conrad (Eds.), The spread of English: The sociology of English as an additional language (pp. 127-167). Rowley, MA: Newbury House.
42. Oakhill, J., & Patel, S. (1991). Can imagery training help children with comprehension problems? Journal of Research in Reading, 14, 106-115.
43. Olshavsky, J.E. (1976/1977). Reading as problem solving: An investigation of strategies. Reading Research Quarterly, 12, 654-675.
44. Olson, G.M., Duffy, S.A., & Mack, R.I. (1984). Thinking-out-loud as a method for studying real-time comprehension processes. In D. Kieras & M.A. Just (Eds.), New methods in reading comprehension research (pp. 253-286). Hillsdale, NJ: Erlbaum.
45. Pearson, P.D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815-860). White Plains, NY: Longman.
46. Perfetti, C.A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
47. Pintrich, P.R., & Schunk, D.H. (1996). Motivation in education: Theory, research, and application. Englewood Cliffs, NJ: Prentice Hall.
48. Raphael, T., & Pearson, P.D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Journal, 22, 217-235.
49. Sasaki, Y. (1993). Paths of processing strategy transfer in learning Japanese and English as foreign languages: A competition model approach. Studies in Second Language Acquisition, 16, 43-72.
50. Schwarz, R.L. (1997). Learning disabilities and foreign language learning: A painful collision. Retrieved March 14, 2002, from http://www.ldonline.org/ld_indepth/foreign_lang/painful_collision.html
51. Sedita, J. (1997). A call for more study skills instruction. Retrieved June 9, 2002, from http://www.ldonline.org/ld_indepth/teaching_techniques/ study_skill_instruction.html
52. Sparks, R., & Granschow, L. (1991). Foreign language learning difficulties: Affective or native language aptitude differences? Modern Language Journal, 75, 3-6.
53. Sparks, R., & Granschow, L. (1999). The Boston University lawsuit: Introduction to the special issue. Journal of Learning Disabilities, 32, 284-285.
54. Swanson, H.L. (1990). Instruction derived from the strategy deficit model: Overview of principles and procedures. In T. Scruggs & B.Y.L. Wong (Eds.), Intervention research in learning disabilities (pp. 34-65). New York: Springer-Verlag.
55. Swanson, P.N., & de la Paz, S. (1998). Teaching effective comprehension strategies to students with learning and reading disabilities. Intervention in School and Clinic, 33, 209-218.
56. Torgesen, J.K. (1977). The role of nonspecific factors in the task performance of learning disabled children: A theoretical assessment. Learning Disability Quarterly, 5, 14-20.
57. Vaidya, S.R. (1999). Metacognitive learning strategies for students with learning disabilities. Education, 120, 186-189.
58. Velluntino, F., & Scanlon, D. (1986). Linguistic coding and metalinguistic awareness: Their relationship to verbal and code acquisition in poor and normal readers. In D. Yaden & S. Templeton (Eds.), Metalinguistic awareness and beginning literacy (pp. 115-141). Portsmouth, NH: Heinemann.
59. Velluntino, F.R., & Scanlon, D.M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.
60. Vogel, S. (1998). Adults with learning disabilities. In S. Vogel & S. Reder (Eds.), Learning disabilities and adult education (pp. 5-28). Baltimore: Paul H. Brookes.
61. Wade, S. (1990). Using think-alouds to assess comprehension. The Reading Teacher, 43, 442-451.
62. Wagner, D.A. (1993). Literacy, culture, and development: Becoming literate in Morocco. Boston: Cambridge University Press.
63. Westby, C. (2002). Beyond decoding: Critical and dynamic literacy for students with dyslexia, language learning disabilities (LLD), or attention deficit-hyperactivity (ADHD). In K.G. Butler & E.R. Silliman (Eds.), Speaking, reading, and writing in children with language learning disabilities: New paradigms in research and practice (pp. 73-107). Mahwah, NJ: Erlbaum.
64. Wolinsky, S., & Whelan, A (1999). Federal law and the accommodation of students with LD: The lawyers' look at the BU decision. Journal of Learning Disabilities, 32, 286-291.
65. Wong, B.Y.L. (1986). Metacognition and special education: A review of a view. The Journal of Special Education, 20, 9-29.
66. Yang, N.H. (1999). The relationship between EFL learners' beliefs and learning strategy use. System, 27, 515-535.