Education Quarterly Reviews

ISSN 2621-5799

Published: 14 November 2018

The Impact of Individual Differences in Cognition on L2 Learners’ Reading Outcomes

Xiaorui Huang

Chongqing University of Education, China

pdf download

Download Full-Text Pdf

10.31014/aior.1993.01.01.13

Abstract

There are a large number of factors contributing to the reading outcome diversity. Individual differences in cognition are possibly regarded as one of the most significant causes and have a predominated impact on the reading development. Individual differences, like meta-cognition and working memory, are found to have a positive correlation with L2 learners' reading outcome variety and have a profound influence on their ultimate achievement in reading to some extent.

References

  1. Afflerbach, P. (2016). ‘An overview of individual differences in reading: research, policy, and practice.' in Afflerbach, P. (ed) Handbook of Individual Differences in Reading Reader, Text, and Context. New York: Routledge.

  2. Artley, S. (1981). Individual differences and reading instruction. Elementary School Journal, 82, 142–151.

  3. Baddeley, A. D. (2007). Working memory thought and action. Oxford: University Press.

  4. Bergey, B. W.,  Deacon, S. H.,  & Parrila, R. K. (2017). Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties. Journal of Learning Disabilities, 50(1), 81-94. 

  5. Brandenburg, J., Klesczewski, J., Fischbach, A., Schuchardt, K., Büttner, G., & Hasselhorn, M. (2015). Working Memory in Children With Learning Disabilities in Reading Versus Spelling, Journal of Learning Disabilities, 48(6), 622-634. 

  6. Carretti, B., Caldarola, N., Tencati, C., & Cornoldi, C. (2014). Improving reading comprehension in reading and listening settings: The effect of two training programmes focusing on metacognition and working memory. British Journal of Educational Psychology, 84(2), 194-210. DOI:10.1111/bjep.12022. 

  7. Chevalier, T. M, Parrila, R., Ritchie, K. C, & Deacon, S. H. (2017). The role of metacognitive teaching strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities, 50(1), 34-48. 

  8. Conway, C. M., Bauernschmidt, A., Huang, S. S., & Pisoni, D. B. (2010). Implicit statistical learning in language processing: Word predictability is the key, Cognition, 114, 356–371. 

  9. Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462-473.

  10. Dahlin, K. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479–491. doi:10.1007/s11145-010-9238-y.

  11. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Lawrence Erlbaum.

  12. Ehrman, M. E., Leaver, B. L., & Oxford, R. L.(2003). A Brief Overview of Individual Differences in Second Language Learning. System, 31(3), 313-30.

  13. Ellis, R (2008). The study of second language acquisition (second edition). Oxford: Oxford University Press.

  14. Ellis, R. (2004). ‘Individual differences in second language learning,' in Davis, A., and Elder, E. (ed.) The handbook of applied linguistics. UK: Blackwell, 525-521.

  15. Foroozesh-nia, S. (2015). ‘Overview of the significance of different learner characteristics in computer-based language learning environment,' in Rahimi, M. (ed.) Handbook of research on Individual differences in computer-assisted language learning. Pennsylvania: Information Science Reference, 1-23.

  16. Fox, E. & Maggioni, L. (2016). ‘Identifying individual differences in reading: What are we looking for?'  in Afflerbach, P. (ed) Handbook of Individual Differences in Reading Reader, Text, and Context. New York: Routledge.

  17. Friedman, L., Rapport, M., Raiker, J., Orban, S., Eckrich, S. (2017). Reading Comprehension in Boys with ADHD: The Mediating Roles of Working Memory and Orthographic Conversion. Journal of Abnormal Child Psychology, 45(2), 273-287. DOI: 10.1007/s10802-016-0171-7.

  18. Johnson, K.  (2008). An introduction to foreign language learning and teaching. New York: Pearson Longman.

  19. Lightbown, M. P. & Spada, N. (2013). How languages are learned.  Oxford: Oxford University Press.

  20. Misyak, J. B., & Christiansen, M. H. (2012). Statistical learning and language: An individual differences study, Language Learning, 62, 302–331.

  21. Munoz, C. (2011). Input and long-term effects of starting age in foreign language learning. IRAL, 49(2), 113-133.

  22. Oxford, R. (1992). Who are our students? A synthesis of foreign and second language research on individual differences with implications for instruction practice. TESL Canada Journal, 9(2), 30-49.

  23. Oxford, R. L., & Ehrman, M. (1992). Second language research on individual differences. Annual Review of Applied Linguistics, 13, 188-205. doi:10.1017/S0267190500002464

  24. Pawlak, M. (ed) (2012). New perspectives on individual differences in language learning and teaching. New York: Springer.

  25. Pegrum, M. (2014). Mobile learning: languages, literacies, and cultures. New York: Palgrave Macmillan.

  26. Prat, C. S., Seo, R. & Yamasaki, B. L. (2016). ‘The role of individual differences in working memory capacity on reading comprehension ability,' in Afflerbach, P. (ed) Handbook of Individual Differences in Reading Reader, Text, and Context. New York: Routledge.

  27. Qin, Xiubai. (2014). New Century College English Zoom in an Integrated English Course. Shanghai: Shanghai Foreign Language Education Press.

  28. Quinn, J. M.,  Spencer, M., & Wagner, R. K. (2016). ‘Individual differences in phonological awareness and their role in learning to read,' in Afflerbach, P. (ed) Handbook of Individual Differences in Reading Reader, Text, and Context. New York: Routledge.

  29. Schiff, R. Nuri Ben-Shushan, Y., & Ben-Artzi, E. (2015). Metacognitive strategies. Journal of Learning Disabilities, 50(2), 143-157.

  30. Strang, R. (1961). Controversial programs and procedures in reading. School Review, 69, 413–428. 

  31. Swanson, H. L., Howard, C. B., & Sáez, L. (2006). Do different components of working memory underlie different subgroups of reading disabilities? Journal of Learning Disabilities, 39(3), 252–269. 

  32. Veenman, M. V. J. (2016). ‘Metacognition,' in Afflerbach, P. (ed) Handbook of Individual Differences in Reading Reader, Text, and Context. New York: Routledge.

  33. Zheng, Shutang. (2011). Speaking and Listening View. Beijing: Foreign Language Teaching and Research Press.

About Us

The Asian Institute of Research is an online and open-access platform to publish recent research and articles of scholars worldwide. Founded in 2018 and based in Indonesia, the Institute serves as a platform for academics, educators, scholars, and students from Asia and around the world, to connect with one another. The Institute disseminates research that is proven or predicted to be of significant influence for the general public.

Stay Connected

  • Instagram - Black Circle
  • Facebook - Black Circle
  • LinkedIn - Black Circle

Contact Us

Please send all inquiries to the email:

editorial@asianinstituteofresearch.org

Business Address:

5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, Indonesia 90234

Copyright © 2018 The Asian Institute of Research. All rights reserved