參考文獻 |
參考文獻
洪月女 (2009)。以古德曼的閱讀理論探討中英文閱讀之異同。新竹教育大學人文社會學報,3,87-114。
曾筱婷 (2006)。 EFL大學生閱讀英文的眼動資料分析。國立中央大學學習與教學研究所。未出版。
Afflerbach, P. P. (1990). The influence of prior knowledge on expert readers main idea construction strategies. Reading Research Quarterly 25 , 31-46.
Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32, 10–14.
Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in Motivation and Achievement, 10, 213–250.
Akyel, A. & Ercetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System, 37, 136-152.
Barry, S., & Lazarte, A. (1995). Embedded clause effects on recall: Does high prior knowledge of context domain overcome syntactic complexity in students of Spanish? Modern Language Journal, 79, 491–504.
Barry, S., & Lazarte, A. (1998). Evidence for mental models: How do prior knowledge, syntactic complexity, and reading topic affect inference generation in a recall task for nonnative readers of Spanish? Modern Language Journal, 98, 176–193.
Best, R. M., Rowe, M., Ozuru, Y., & McNamara, D. S. (2005). Deep-level comprehension of science texts: The role of the reader and the text. Top Lang Disorders, 25(1), 65–83.
Bower, G. H., Black, J. B., & Tumer, T. J. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177-220.
Caillies, S., Denhiere, G., & Kintsch, W. (2002). The effect of prior knowledge on understanding from text: Evidence from primed recognition. European Journal of Cognitive Psychology, 14, 267-286.
Carrell, P. L. (1991). Second language reading: Reading ability or reading proficiency? Applied Linguistics, 12, 159-179.
Carrell, P. L. (1992). Awareness of Text Structure: Effects on Recall. Language Learning, 42, 1-18.
Chen, Q. & Donin, J. (1997). Discourse processing of first and second language biology texts: Effects of language proficiency and domain-specific knowledge. The Modern Language Journal, 81, 209-227.
Collins, A. Brown, J. S., & Larkin, K. M. (1980). Inference in text understanding. In R. J. Spiro,B . C. Bruce, & W. F. Brewer( Eds.) Theoretical issues in reading comprehension (pp. 385-407). Hillsdale, NJ: LEA.
Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension. Journal of Education Psychology, 102, 687-700.
de Bot, K., Paribakht, T. S., & Wesche, M. B. (1997).Toward a lexical processing model for the study of second language vocabulary acquisition: Evidence from ESL reading. Studies in Second Language Acquisition,19, 309–329.
Donin, J., Graves, B., & Goyette, E. (2004). Second language text comprehension: Processing within a multilayered system. The Canadian Modern Language Review, 61, 53-76.
Dubin, F., & Olshtain, E. (1993). Predicting word meanings from contextual clues: Evidence from L1 readers. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 181–202). Norwood, NJ: Ablex.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395.
Grasser, A. C., Wiemer-Hastings, P., & Wiemer-Hasting, K. (2001). Constructing inferences and relations during text comprehension. In T. Sanders, J. Schilperoord, & W. Spooren (Eds.), Text representation: Linguistic and psycholinguistic aspects (pp. 249–271). Amsterdam: Benjamins.
Halldorson, M & Singer, M. (2002). Inference processes: Integrating relevant knowledge and text information. Discourse Processes, 34, 145-161.
Hoover, M., & Dwivedi, V. (1998). Syntactic processing by skilled bilinguals. Language Learning, 48, 1–29.
Horiba, Y. (2000). Reader control in reading: Effects of language competence, text type, and task. Discourse Processes, 29, 223–267.
Kendeou, P. & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567-1577.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A constration-intergration model. Psychological Review, 95, 263-182.
Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse Processes, 39, 125-128.
Lau, K. L. (2006). Reading strategy use between Chinese good and poor readers: A think-aloud study. Journal of Research in Reading, 29, 383-399.
McKoon, G., & Ratcliff, R. (1992). Inference during reading. Psychological Review, 99, 440-466.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nassaji, H. (2003). Higher-Level and Lower-Level text processing skills in advanced ESL reading comprehension. The Modern Language Journal, 87, 261-276.
Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learner’s lexical inferencing strategy use and success. The Modern Language Journal, 90, 387-401.
Newell, A. & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NY., Prentice Hall.
O’Reilly, T. & MaNamara, D. S. (2007). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional high-stakes measures of high school students’’ science achievement. American Educational Research Journal, 44, 161-196.
Ozuru, Y., Best, R., Bell, C., Witherspoon, A., & McNamara, D. S. (2007). Influence of question format and text availability on the assessment of expository text comprehension. Cognition and Instruction, 25, 399–438.
Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning & Instruction 19, 228-242.
Phillip, L. M. (1988). Young Readers’’ Inference Strategies in Reading Comprehension. Cognition and Instruction 5, 193-222.
Pressley, M., & Afferbach, P. (1995). Verbal protocols of reading: The nature of the constructively responsive reading. Hillsdale, NJ: LEA.
Pulido, D. (2007). The effect of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics 28, 66–86
Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
Rowe, M., & McNamara, D. (2008). Inhibition needs no negativity: Negative links in the construction-integration model. In B.Love, K.McRae, & V. Sloutsky( Eds), Proceedings of the 30th Annual Meeting of the Cognitive Science Society (CogSci2008) (p. 1777–1782). Austin, TX: Cognitive Science Society.
Rumelhart, D. E. (2004). Toward an Interactive Model of Reading. In R. B. Ruddell, & N. J. Unrau (Eds.), Theoretical Models and Processes of Reading (pp. 1149-1179). Newark, DE: International Reading Association.
Schank, R. C., & Abelson, R. (1977). Scripts, plans, goals and understanding: An inquiry into human knowledge structures. Hi1lsdale, NJ: Er1baum.
Singer, M., & Halldorson, M. (1996). Constructing and validating motive bridging inferences. Cognitive Psychology, 30, 1-38.
Singer, M. & O’Connell, G. (2003). Robust inference processes in expository text comprehension. European Journal of Cognitive Psychology, 15, 607-631.
Stanovich, K. E. (1984). The interactive-compensatory model of reading: A confluence of developmental, experimental, and educational psychology. RASE, 5, 11-19.
van den Broek, P., & Kendeou, P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22, 335–351.
Verhoeven, L. & Perfetti, C. (2008). Advances in Text Comprehension: Model, Process and Development. Applied Cognitive Psychology, 22, 293-301.
Walker, J. (1975). The flying circus of physics. Hoboken, NJ: Wiley.
Wiley, J. & Myers, J. L. (2003). Availability and accessibility of information and causal inferences from scientific text. Discourse Processes, 36, 109-129.
Wiley, H. I. & Deno, S. L. (2005). Oral reading and maze measures as predictors of success for English learners on a State Standards Assessment. Remedial and Special Education, 26, 207-214.
Yang, Yu-Fen. (2006). Reading strategies or comprehension monitoring strategies? Reading Psychology, 27, 313-343.
|