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(文献数据最近更新时间:2018-09-25;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:READING PROCESSES (频次:32)
  • Bisson, M., VAN HEUVEN, W. J. B., Conklin, K. & Tunney, R. J. (2014). Processing of native and foreign language subtitles in films: An eye tracking study. Applied Psycholinguistics, 35(2), 399-418.
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  • Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62, 1170-1204.
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  • Gao, L., & Rogers, W. T. (2011). Use of Tree-Based Regression in the Analyses of L2 Reading Test Items. Language Testing, 28(1), 77-104.
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  • Thomas, H. K., & Healy, A. F. (2012). A comparison of rereading benefits in first and second language reading. Language Learning, 62, 198-235.
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  • Tremblay, A., Derwing, B., Libben, G., & Westbury, C. (2011). Processing advantages of lexical bundles: Evidence from self-paced reading and sentence recall tasks. Language Learning, 61, 569-613.
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  • Everson, M. E. (2011). Best practices in teaching logographic and non-roman writing systems to L2 learners. Annual Review of Applied Linguistics, 31(0), 249-274.
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  • Winskel, H. (2011). Orthographic and phonological parafoveal processing of consonants, vowels, and tones when reading Thai. Applied Psycholinguistics, 32(4), 739-759.
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  • Bar-On, A., & Ravid, D. (2011). Morphological analysis in learning to read pseudowords in Hebrew. Applied Psycholinguistics, 32(3), 553-581.
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  • Deacon, S. H., Whalen, R., & Kirby, J. R. (2011). Do children see the danger in dangerous? Grade 4, 6, and 8 children's reading of morphologically complex words. Applied Psycholinguistics, 32(3), 467-481.
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  • Haikio, T., Bertram, R., & Hyona, J. (2011). The development of whole-word representations in compound word processing: Evidence from eye fixation patterns of elementary school children. Applied Psycholinguistics, 32(3), 533-551.
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  • Marcolini, S., Traficante, D., Zoccol, P., & Burani C. (2011). Word frequency modulates morpheme-based reading in poor and skilled Italian readers. Applied Psycholinguistics, 32(3), 513-532.
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  • Ramirez, G., Chen, X., Geva, E., & Luo, Y. (2011). Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children. Applied Psycholinguistics, 32(3), 601-618.
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  • Van Hoogmoed, A. H., Verhoeven, L., Schreuder, R., & Knoors, H. (2011). Morphological sensitivity in deaf readers of Dutch. Applied Psycholinguistics, 32(3), 619-634.
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  • Verhoeven, L. (2011). Introduction: Morphological processing in reading acquisition: A cross-linguistic perspective. Applied Psycholinguistics, 32(3), 457-466.
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  • Verhoeven, L., & Schreuder, R. (2011). Morpheme frequency effects in Dutch complex word reading: A developmental perspective. Applied Psycholinguistics, 32(3), 483-498.
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  • Foucambert, D., & Baille, J. (2011). Evolution of the missing-letter effect among young readers between ages 5 and 8. Applied Psycholinguistics, 32(1), 1-17.
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  • Jeon, E. H. (2011). Contribution of morphological awareness to second-language reading comprehension. The Modern Language Journal, 95, 217-235.
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  • Schultz, J. M. (2011). Reading in a second language: Moving from theory to practice. The Modern Language Journal, 95, 143-144.
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  • Alptekin, C., & Ercetin, G. (2011). Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading. TESOL Quarterly, 45(2), 235-266.
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  • McNeil, L. (2012). Extending the compensatory model of second language reading. System, 40(1), 64-76.
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