References
Allington, R. (2014). How reading volume affects both reading fluency and reading achievement. International Electronic Journal of Elementary Education, 7(1), 13-26.
Allington, R., McCuiston, K., & Billen, M. (2015). What the research says about text complexity and learning to read. The Reading Teacher, 68(7), 491-501.
Anderson, R., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and teaching: Researcher Reviews (pp. 77-117). Newark, DE: International Reading Association.
Apthorp, H. (2006). Effects of a supplemental vocabulary program on third-grade reading/language arts. The Journal of Educational Research, 100(2), 67-79.
Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a supplemental vocabulary program on word knowledge and passage comprehension. Journal of Research on Educational Effectiveness, 5(2), 160-188.
Author. (2016a).
Author. (2016b).
Author. (in press).
Beck, I., McKeown, M., & Omanson, R. (1987). The effects and uses of diverse vocabulary instructional techniques. In M. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 147-163). Hillsdale, NJ: Erlbaum.
Beck, I., Perfetti, C., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.
Biber, D. (1985). Investigating macroscopic textual variation through multi-feature/multidimensional analyses. Linguistics, 23(2), 337-360.
Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62.
Bos, C., & Anders, P. (1990). Effects of vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students. Learning Disability Quarterly, 13(1), 31-42.
Carlo, M., August, D., McLaughlin, B., Snow, C., Dressler, C., Lippman, D, Lively, T., & White, C. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215.
Carver, R. (1989). Silent reading rates in grade equivalents. Journal of Reading Behavior, 21(2), 155-166.
Carver, R. (1990). Reading rate: A review of research and theory. New York: Academic Press.
Carver, R. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior, 26(4), 413-437.
Cho, K.S., & Krashen, S. (1994). Acquisition of vocabulary from Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37(8), 662-667.
Cowan, J. (1974). Lexical and syntactic research for the design of EFL reading materials. TESOL Quarterly, 8(4), 389-400.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
Coxhead, A., & Hirsch, D. (2007). A pilot science-specific word list. Revue Française de Linguistique Appliquée, 12(2), 65-78.
Coyne, M., McCoach, D., Loftus, S., Zipoli Jr, R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth versus depth. The Elementary School Journal, 110(1), 1-18.
Elleman, A., Lindo, E., Morphy, P., & Compton, D. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1-44.
Faw, H., & Waller, T., (1976). Mathemagenic behaviors and efficiency in learning from prose. Review of Educational Research, 46 691-720.
Greene Babham, E., & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473.
Hawkins, R., Musti-Rao, S., Hale, A., McGuire, S., & Hailley, J. (2010). Examining listening previewing as a classwide strategy to promote reading comprehension and vocabulary. Psychology in the Schools, 47(9), 903-916.
Herman, P., Anderson, R., Pearson, P., & Nagy, W. (1987). Incidental acquisition of word meaning from expositions with varied text features. Reading Research Quarterly, 22(3), 263-284.
Jeon, E., & Day, R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28(2), 246-265.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440-464.
Krashen, S. (2001). More smoke and mirrors: A critique of he National Reading Panel report on fluency. Phi Delta Kappan, 83, 119-123.
Krashen, S. (2004a). The power of reading. 2nd edition. Portsmouth, NH: Heinemann.
Krashen, S. (2004b). The case for narrow reading. Language Magazine, 3, 17–19.
Krashen, S. (2005). Is in-school free reading good for children? Why the National Reading Panel Report is (still) wrong. Phi Delta Kappan, 86, 444-447.
Krashen, S. (2007). Extensive reading in English as a foreign language by adolescents and young adults: A meta-analysis. International Journal of Foreign Language Teaching, 3(2), 23-29.
Krashen, S. (2010). Academic language proficiency: Acquired or learned? In Selected papers from the Nineteenth International Symposium on English Teaching (pp. 34-43). Taipei: Crane.
Krashen, S. (2012a). Direct instruction of academic vocabulary: What about real reading? Reading Research Quarterly, 47(3), 223-224.
Krashen, S. (2012b). Developing academic language: Some hypotheses. International Journal of Foreign Language Teaching, 7(2), 8-15.
Krashen, S. & Mason, B. (2017). Sustained silent reading in foreign language education: An update. Turkish Online Journal of English Language Teaching (TOJELT), 2(2), 70-73.
Kyongho, H., & Nation, P. (1989). Reducing the vocabulary load and encouraging vocabulary learning through reading newspapers. Reading in a Foreign Language, 6(1), 323-335.
Lawence, J., White, C., & Snow, C. (2010). The words students need. Educational Leadership, 68(2), 22-26.
Lawrence, J., Rolland, R., Branum-Martin, L., & Snow, C. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk, 19, 76-97.
Lesaux, N., Kieffer, M., Faller, S., & Kelley, J. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45(2), 196-228.
Lesaux, N., Kieffer, M., Kelley, J., & Harris, J. (2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51(6), 1159-1194.
Mason, B. (2007). The efficiency of self-selected reading and hearing stories on adult second language acquisition. In Selected papers from the sixteenth International Symposium on English Teaching (pp. 630-633). Taipei: Crane Publishing Company.
Mason, B., & Krashen, S. (2004). Is form-focused vocabulary instruction worthwhile? RELC Journal, 35(2), 179-185.
Mason, B., Vanata, M., Jander, K., Borsch, R., & Krashen, S. (2008). The effects and efficiency of hearing stories on vocabulary acquisition by students of German as a second foreign language in Japan. Indonesian Journal of English Language Teaching, 5(1), 1-14.
McKeown, M., Beck, I., Omanson, R., & Perfetti, C. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15(1), 3-18.
McKeown, M., Beck, I., Omanson, R., & Pople, M. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20(5), 522-535.
Ming-Tzu, K. W., & Nation, P. (2004). Word meaning in academic English: Homography in the academic word list. Applied Linguistics, 25(3), 291-314.
Nagy, W., & Anderson, R. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304-330.
Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108.
Nagy, W., Anderson, R., & Herman, P. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24(2), 237-270.
Nagy, W., Herman P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.
Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary: A controlled evaluation of the definition and context methods. International Journal of Language Communication Disorders, 41(3), 335-354.
Nation, P. (2014). How much input do you need to learn the most frequent 9,000 words?. Reading in a Foreign Language, 26(2), 1-16.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: National Institute of Child Health and Human Development, National Institutes of Health.
Pany, D., & Jenkins, J. (1978). Learning word meanings: A comparison of instructional procedures. Learning Disability Quarterly, 1(2), 21-32.
Pany, D., Jenkins, J., & Schreck, J. (1982). Vocabulary instruction: Effects on word knowledge and reading comprehension. Learning Disability Quarterly, 5(3), 202-215.
Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do “Things Fall Apart"? Reading in a Foreign Language, 22(1), 31-55.
Rolls, H., & Rodgers, M. P. (2017). Science-specific technical vocabulary in science fiction-fantasy texts: A case for ‘language through literature’. English for Specific Purposes, 48, 44-56.
Schmitt, N., & Carter, R. (2000). The lexical advantages of narrow reading for second language learners. TESOL Journal, 9(1), 4-9.
Schwanenflugel, P. J., Stahl, S. A., & Mcfalls, E. L. (1997). Partial word knowledge and vocabulary growth during reading comprehension. Journal of Literacy Research, 29(4), 531-553.
Seifert, K., & Espin, C. (2012). Improving reading of science text for secondary students with learning disabilities: Reading, vocabulary learning, and combined approaches to instruction. Learning Disability Quarterly, 35(4), 236-247.
Shu, H., Anderson, R., & Zhang, H. (1995). Incidental learning of word meanings while reading: A Chinese and American cross-cultural study. Reading Research Quarterly, 30(1), 76-95.
Simmons, D., Hairrell, A., Edmonds, M., Vaughn, S., Larsen, R., Willson, V., Rupley, W., & Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students’ general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3(2), 121-156.
Snow, C., Lawrence, J., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325-344.
Spichtig, A., Hiebert, E., Vorstius, C., Pascoe, J., Pearson, P. D., & Radach, R. (2016). The decline of comprehension-based silent reading efficiency the United States: A comparison of current data with performance in 1960. Reading Research Quarterly, 51(2), 239-259.
Stahl, S. (1983). Differential word knowledge and reading comprehension. Journal of Reading Behavior, 15(4), 33-50.
Stahl, S. (1989). Task variations and prior knowledge in learning word meanings from context. In S. McCormick, & J. Zutell (Eds), Cognitive and social perspectives for literacy research and instruction: Thirty-eighth yearbook of the National Reading Conference (pp. 197-204). Chicago: National Reading Conference.
Stahl, S. (1990). Beyond the instrumentalist hypothesis: Some relationships between word meanings and comprehension. Urbana, IL: Center for the Study of Reading.
Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110.
Stahl, S., & Nagy, W. (2007). Teaching word meanings. New York: Routledge.
Taylor, S.E. (1965). Eye movements in reading: Facts and fallacies. American Educational Research Journal, 2, 187-202.
Tuinman, J., & Brady, M. (1974). How does vocabulary account for variance on reading comprehension tests? A preliminary instructional analysis. In P. Nacke (Ed.), Twenty-third Yearbook of the National Reading Conference (pp. 176-184). Clemson, SC: National Reading Conference.
Wright, T., & Cervetti. G. (2017). A systematic review of research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226.
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review, 57(4), 541-572.
