ERIC Number: ED412373
Record Type: RIE
Publication Date: 1996-Oct
Adult Second-Language Reading Research: How May It Inform Assessment and Instruction?
Carlo, Maria S.; Sylvester, Ellen Skilton
Research studies on how adults learn and develop second-language reading competence were considered in the context of a componential theory of reading. In particular, C. A. Perfetti's Verbal Efficiency Theory (VET) was used as a framework in which to organize and evaluate the studies' contribution to the field of second-language reading. The review focused on empirical studies of second-language reading processes ranging from low-level letter recognition processes to higher-level reading processes such as metacognitive strategy use. This research suggested that there were a variety of skills (or components) that must be acquired to become a fluent reader in a first or second language. The review covers a broad variety of studies on adults learning to read a second language--not just English, but also Japanese, Chinese, Korean, Spanish, French, German, Dutch, and Hebrew. Among the implications for instruction and evaluation in English as a Second Language were the following: the need to consider both accuracy and speed in the processing of basic reading skills as indicators of second-language reading gains; the importance of developing fluency in word decoding and developing flexible strategies for dealing with unfamiliar words, and the need to attend to changes in the nature of the cognitive processes that support skilled reading as indicators of reading progress. (Contains 105 references.) (Author/YLB)
Descriptors: Adult Learning, Componential Analysis, Educational Research, Evaluation Methods, Literature Reviews, Reading Ability, Reading Achievement, Reading Processes, Reading Strategies, Second Language Instruction, Second Language Learning
National Center on Adult Literacy, University of Pennsylvania, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR96-08).
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: National Center on Adult Literacy, Philadelphia, PA.