“Read-On” STARTALK 2017 Readings on Literacy Research
Read-On Startalk 2017 Reading List
I. Lower Level Literacy in Chinese - background reading
A. Character knowledge
1. Shu and Anderson. 1999. “Learning to Read Chinese: The Development of Metalinguistic Awareness,” in Wang, Inhoff, and Chen, ed. Reading Chinese Script: A Cognitive Analysis, New Jersey: Lawrence Erlbaum Associates, Chapter 4.
B. The role of hand-writing in character retention for students of CFL
Among elementary school aged-learners
2. Ellen Knell & Haii West 2015, “Writing Practice and Chinese Character Recognition in Early Chinese Immersion Students, Journal of the Chinese Language Teachers Association (now CSL), 50 No: 3 Pages: 45-61.
Among College-age learners:
3. Guan C. Q., Liu Y., Chan D. H. L, Ye F., and Perfetti C. A., 2011, “Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese,” Journal of Educational Psychology, 103, 509-522.)
C. Recognition of word boundaries enhances reading speed
4. “Interword spacing effects on the acquisition of new vocabulary for readers of Chinese as a second language.” Bai et al. Journal of Research in Reading, Vol 36, S1, 2013, pp. S4-S17
D. Automaticity in the recognition of characters and words
5. Shen, Helen, and Xin Jiang, 2013. Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese. Readings in a Foreign Language 25.1.1-25.
II. Higher Level Literacy
A. Teaching strategies
6. How to Implement Think-Aloud Strategies in Your Class, Jeff Wilhelm, https://www.scholastic.com/teachers/articles/teaching-content/how-implement-read-aloud-strategies-your-class/
7. Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension, William and Mary School of Education (2014). http://education.wm.edu/centers/ttac/documents/packets/inferential.pdf
B. Research articles
8. Basaraba, Deni, Paul Yovanoff, Julie Alonzo and Gerald Tindal, 2013. Examining the structure of reading comprehension:do literal, inferential, and evaluative comprehension
truly exist? Reading and Writing: An Interdiscipliinary Journal. 26:349–379 and Published online: 10 April 2012 Springer Science+Business Media B.V. 2012.
9. Cain, Kate and Jane V. Oakhill, 1999. Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal 11: 489–503, 1999.
10. van den Broek, Paul, Katinka Beker, and Marja Oudega. 2015. Inference generation in text comprehension: automatic and strategic processes in the construction of a mental representation. Cambridge University Press.
III. Pedagogical Foundation: Backward Design, Thematic-based teaching, World-Readiness Standards, Feedback
11. Backward Design, Enduring Understanding, Essential Questions
Wiggins, Grant and Jay McTighe , 2005. “What is Backward Design?” Understanding by Design, Chapter 1. by. Assn. for Supervision & Curriculum Development; 2nd Expanded edition.
12. Teaching World Languages: A Practical Guide, 2nd Edition (2014). Chapter 3: “Planning Instruction.” National Capital Language Resource Center, The George Washington University, Center for Applied Linguistics and Georgetown University. http://www.nclrc.org/TeachingWorldLanguages/TWL_English/index.html (accessed 6/16)
13. ACTFL Performance Descriptors for Language Learners. 2012. The Amerian Council on the Teaching of Foreign Languages.
14. Wiggins, Grant, 2012. “Seven Keys to Effective Feedback.” in Feedback for essential learning, Educational leadership, 70.1.10-16. |
