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Suk, Namhee – Reading Research Quarterly, 2017
Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second- and foreign-language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The…
Descriptors: Reading Rate, Multivariate Analysis, Control Groups, Experimental Groups
Kim, Grace MyHyun – Reading Research Quarterly, 2016
Research on multicultural learning has focused on formal and local settings, such as schools, but young people are interacting with, and therefore learning from, informal settings and nonlocal contexts, including online platforms. That is, multicultural education is no longer limited to formal institutions, local contexts, or the printed word.…
Descriptors: Multicultural Education, Computer Mediated Communication, Discussion Groups, Electronic Learning
Lee, Juhee; Schallert, Diane L. – Reading Research Quarterly, 2016
A yearlong classroom-based intervention was designed to explore the reading-writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive…
Descriptors: Pretests Posttests, Reading Writing Relationship, Literacy, Literacy Education
Kim, Young-Suk Grace – Reading Research Quarterly, 2015
The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., word-reading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations…
Descriptors: Reading Fluency, Reading Comprehension, Predictor Variables, Efficiency
Dong, Ting; Anderson, Richard C.; Kim, Il-Hee; Li, Yuan – Reading Research Quarterly, 2008
Students at two sites in China and one site in Korea engaged in Collaborative Reasoning, an approach to discussion that requires self-management, free participation, and critical thinking. The discontinuity between the usual adult-dominated discourse of Chinese and Korean homes and classrooms and the expected discourse of Collaborative Reasoning…
Descriptors: Foreign Countries, Instructional Effectiveness, Cognitive Development, Comparative Analysis