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Exploring the Complexities of Second-language Reading

Exploring the Complexities of Second-language Reading. Elizabeth B. Bernhardt Stanford University October 2011. Overview. A Bit of History What does the research say? The 20-30-50 rule The concept of Compensation An instructional strategy. A bit of history. Late 1800s The 1920s

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Exploring the Complexities of Second-language Reading

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  1. Exploring the Complexities of Second-language Reading Elizabeth B. Bernhardt Stanford University October 2011

  2. Overview • A Bit of History • What does the research say? • The 20-30-50 rule • The concept of Compensation • An instructional strategy

  3. A bit of history • Late 1800s • The 1920s • The Coleman Report • The 1970s

  4. What does the research say? • Compatible orthographies yield speed • Phonology is critical • A threshold • Monitoring & inferencing the same • L2 reading slower than L1 • Extensive reading can help • Description easier than persuasion

  5. Some cautions • “Nothing unique” • “It’s all about characters” • “Get out of our silos”

  6. The 20-30-50 rule • 20% - L1 literacy knowledge • Features and purposes of print • Knowledge of language operations • 30% - grammatical knowledge • Principally vocabulary • 50% - ‘other’ • Using knowledge sources • Cultural compatibility

  7. Compensation

  8. Current instructional strategy • Support for domain knowledge • Topic-based curricula • Special purposes classes

  9. Research-based strategy • Acknowledge grammatical accuracy • Use of L1 literacy • Generating a knowledge domain

  10. A procedure • Read a topic in English • Anticipate words/characters in Chinese • Talk about a topic • Read in Chinese on the topic • Do the anticipated words/characters appear? • Compare and contrast topic and culture

  11. Conclusion • Use grammatical strength • Use literacy knowledge • Develop topic knowledge

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