When estimating the influence of sentence complexity on reading, researchers typically opt for one two main approaches: Measuring syntactic (SC) or transitional probability (TP). Comparisons predictive power both approaches have yielded mixed results. To address this inconsistency, we conducted a self-paced reading experiment. Participants read sentences varying complexity. From alternatives, s...

this study explored the effect of contrastive phrase resynthesis instruction ongaining the teachability hypothesis stages in self-paced versus time-constrained oralproduction and recognition. three groups (i.e., 23 learners) of high beginner femalelearners in an english language institute were randomly selected from a cohort oflearners. one group received contrastive metalinguistic instruction ...

The present study investigates the relation between the reading process and text comprehension during naturalistic text reading. To that end, participants read easy and difficult texts while their eye movements were recorded. After each reading, participants filled-in comprehension questionnaires. We investigated classical measures of the reading process related to comprehension (fixation durat...

The present study investigates the relation between the reading process and text comprehension during naturalistic text reading. To that end, participants read easy and difficult texts while their eye movements were recorded. After each reading, participants filled-in comprehension questionnaires. We investigated classical measures of the reading process related to comprehension (fixation durat...

Lee (1993) reported some island effects in long-distance scrambling in Korean. Based on adequacy of scrambling, she argued that a relative or an adjunct clause, which is not selected by a verb via selection (Cinque 1990), forms a strong island, whereas a whcomplement or a propositional complement clause forms a weak island or doesn’t show any island effect as they can be selected by a verb. Lee...

This paper focuses on reading fluency by bilingual primary school students, and the relation of text fluency to their reading comprehension. Group differences were examined in a cross-sectional design across the age range when fluency is posed to shift from word-level to text-level. One hundred five bilingual children from primary grades 3, 4, and 5 were assessed for English word reading and de...