L1 domain-specific knowledge as predictor of reading comprehension in L2 domain-specific texts: The case of ELT student teachers

References

• Akhavan, B., & Behgam, P. (1991). English for the students of sciences. The Center for Studying and Compiling University Books in Humanities (SAMT), Tehran, Iran.
   Google Scholar
• Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
   Google Scholar
• Alexander, P. A. (2003). The development of expertise: The journey from acclimation to prowciency. Educational Researcher, 32(8), 10–11. doi:10.3102/0013189X032008010
   Google Scholar
• Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 285–310). New York: Routledge.
   Google Scholar
• Best, R. M., Floyd, R. G., & McNamara, D. S. (2008). Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading Psychology, 29, 137–164. doi:10.1080/02702710801963951
   Google Scholar
• Clapham, C. M. (1996). The development of IELTS: A study of the effects of background knowledge on reading comprehension. Cambridge: Cambridge University Press.
   Google Scholar
• Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99, 311–325. doi:10.1037/0022-0663.99.2.311
   Web of Science ®Google Scholar
• Cunningham, A. E., & Stanovich, K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 83, 264–274.
   Google Scholar
• Donin, J., & Silva, M. (1993). The relationship between first- and second-language reading comprehension of occupation-specific texts. Language Learning, 43, 373–401. doi:10.1111/lang.1993.43.issue-3
   Web of Science ®Google Scholar
• Droop, M., & Verhoeven, L. (2003). Language proficiency and reading ability in first- and second language learners. Reading Research Quarterley, 38, 78–103. doi:10.1598/RRQ.38.1.4
   Web of Science ®Google Scholar
• Goldenberg, C., Rueda, R. S., & August, D. (2006). Sociocultural influences on the literacy attainment of language-minority children and youth. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 269–318). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Goldman, S. R., & Rakestraw, J. A. (2000). Structural aspects of constructing meaning from text. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 311–335). Mahwah, NJ: Erlbaum.
   Google Scholar
• Hock, T. S. (1990). The role of prior knowledge and language proficiency as predictors of reading comprehension among under graduates. In J. Alderson (Ed.), (2000). Assessing reading (p. 103). Cambridge: Cambridge University press.
   Google Scholar
• Jacobs, V. A. (2008). Adolescent literacy: Putting the crises in context. Harvard Educational Review, 78, 7–39. doi:10.17763/haer.78.1.c577751kq7803857
   Web of Science ®Google Scholar
• Keshavarz, M. H., Atai, M. R., & Ahmadi, H. (2007). Comntent schemata, linguistic simplification, and EFL readers’ comprehension and recall. Reading in a Foreign Language, 19(1), 1–13.
   Google Scholar
• McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1–43. doi:10.1207/s1532690xci1401_1
   Web of Science ®Google Scholar
• Meyer, B. J. F. (1975). The organization of prose and its eVects on memory. Amsterdam: North Holland Publishing Co.
   Google Scholar
• Nowruzi, M., & Birjandi, P. (1990). English for the students of Humanities.Tehran: The Center for Studying and Compiling University Books in Humanities (SAMT).
   Google Scholar
• Ozuru, Y., Dempesey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19, 228–242. doi:10.1016/j.learninstruc.2008.04.003
   Web of Science ®Google Scholar
• Pearson, P. D. (2009). The roots of reading comprehension instruction. In S. Israel & G. Duffy (Eds.), Handbook of reading comprehension research (pp. 3–31). Mahwah, NJ: Erlbaum.
   Google Scholar
• Peretz, A. S., & Shoham, M. (1990). Testing reading comprehension LSP. Reading in a Foreign Language, 7(1), 447–455.
   Google Scholar
• Rydland, V., Aukrust, V. G., & Fulland, H. (2012). How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms. Reading & Writing: An Interdiciplanry Journal 25, 465-482. doi:10.1094/PDIS-11-11-0999-PDN
   Google Scholar
• Samuelstuen, M., & Bra°ten, I. (2005). Decoding, knowledge, and strategies in comprehension of expository texts. Scandinavian Journal of Psychology, 46, 107–117. doi:10.1111/j.1467-9450.2005.00441.x
   PubMed Web of Science ®Google Scholar
• Shapiro, A. (2004). How including prior knowledge as a subject variable may change outcomes of learning research. American Education Research Journal, 41, 159–189. doi:10.3102/00028312041001159
   Web of Science ®Google Scholar
• Surber, J. R., & Schroeder, M. (2003). Reading and study patterns of low prior knowledge readers. Paper presented at the Summer conference of the Society for Text and Discourse, Madrid, Spain.
   Google Scholar
• Xiao-hui, L., Jun, W., & Wei-hua, W. (2007). Analysis of schema theory and its influence on reading. US-China Foreign Language, 5(11), 18–21.
   Google Scholar
• Ziahosseiny, S. M. (2002). The effect of content and formal schemata on reading comprehension. Journal of Social Sciences and Humanities of Shiraz University, 18(1), 10–16.
   Google Scholar