Reading List

Table of Contents for the Weekly Reading

Weekly Reading List for 2026, Spring Graduate Seminar

Week 2: Reading Comprehension from the perspective of Information-Processing Perspective

LaBerge, D., & Samuels, S.J. (1974). Toward the theory of automatic information processing in reading. Cognitive Psychology 6(2), 293-323.

Walczyk, J., & Griffith-Ross, D.A. (2007). How important is reading skill fluency for comprehension? The Reading Teacher, 60(6), 560-569.

Seminar Topic 1

This seminar introduces the automatic information processing model as a foundational framework for understanding L2 reading comprehension. The model helps explain how L2 readers process written texts and why L2 reading is often more demanding and complex than it appears. It emphasizes that successful reading comprehension depends not only on higher-level meaning construction, but also on the fluent, efficient, and automatic processing of lower-level linguistic information.

From this perspective, difficulties in word recognition, vocabulary access, or syntactic processing can place heavy demands on cognitive resources and thereby interfere with higher-level comprehension. For this reason, the development of fluency, efficiency, and automaticity is crucial for L2 readers. Overall, the model provides a fundamental psycholinguistic framework for understanding how L2 reading works and why lower-level processing remains central to successful comprehension.

More Evaloration on the Topic

This seminar examines L2 reading comprehension from the perspective of the automatic information processing model. The model offers a useful theoretical foundation for understanding how L2 readers process written language while engaging with texts in a second language. In particular, it helps explain why L2 reading comprehension is a complex activity that involves the coordination of multiple levels of processing.

From this perspective, reading is not simply a matter of understanding ideas at a higher level. It also depends critically on the efficiency with which readers process lower-level linguistic information, such as word recognition, lexical access, and syntactic parsing. When these lower-level processes are slow, effortful, or insufficiently automatized, they consume cognitive resources that are otherwise needed for higher-level comprehension processes, including inference making, integration of ideas, and the construction of an overall understanding of the text.

The model therefore highlights the importance of fluency, efficiency, and automaticity in L2 reading development. For L2 readers, improving these lower-level processes is essential because successful comprehension at higher levels depends, to a considerable extent, on the smooth and relatively automatic processing of basic linguistic information.

More broadly, this framework provides a fundamental psycholinguistic picture of L2 reading. It allows us to view reading comprehension not as a single skill, but as a dynamic interaction between lower-level and higher-level processes under conditions of limited cognitive resources. In this sense, the automatic information processing model serves as an important starting point for understanding both the nature of L2 reading and the challenges faced by L2 readers.

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Week 3: An Overview of Reading Fluency

Schwanenflugel, P.J., & Knapp, N.F. (2016). Reading fluency. In P.J. Schwanenflugel & N.F. Knapp, The Psychology of readings: Theory and applications (pp. 107-131).

Grabe, W. (2010). Fluency in reading-Thirty-five years later. Reading in a Foreign Language 22(1), 71-83.

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Week 4: Definition of Reading Fluency

Kuhn, M.R., Schwanenflugel, P.J., & Meisinger, E.B. (2010). Aligning theory and assessment of reading fluency: automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 232-253.-E

Valle, Araceli, Binder, Katherine S., Walsh, Caitlin B., Nemier, Carolyn, & Bangs, Kathryn E. (2013). Eye movements, prosody, and word frequency among average- and high- skilled second-grade readers. School Psychology Review, 42(2).171-190.

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Week 5: Reading Fluency as an Important Component of Reading Comprehension

Barth, A. E., Catts, H. W., & Anthony, J. L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567-590.

Kim, Y. S., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: A latent variable study of first-grade readers. Scientific Studies of Reading, 15(4), 338-362.

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Week 6: Subcomponents in Reading and Their Roles to Reading Comprehension

Chen, H., Mei, H. How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective. European Journal of Psychological Education 39, 3767–3789 (2024). https://doi.org/10.1007/s10212-024-00793-x

Hu, Tsui-Chun et al. “Relative Roles of Grammar Knowledge and Vocabulary in the Reading Comprehension of EFL Elementary-School Learners: Direct, Mediating, and Form/Meaning-Distinct Effects.” Frontiers in Psychology 13 (2022): 827007. Web.

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Week 7: Subcomponents of Reading and Strucutural Relationship to Reading Comprehension

Zhang, Dongbo. “Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study.” The Modern Language Journal 96.4 (2012): 558–575. Web.

Raeisi‐Vanani, Amin, and Sasan Baleghizadeh. “The Contributory Role of Grammar vs. Vocabulary in L2 Reading: An SEM Approach.” Foreign language annals 55.2 (2022): 559–585. Web.

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Week 8: Reading & Developmental Consideration

Gelderen, Amos van et al. “Development of Adolescent Reading Comprehension in Language 1 and Language 2: A Longitudinal Analysis of Constituent Components.” Journal of educational psychology 99.3 (2007): 477–491. Web.

Cadime, Irene et al. “The Role of Word Recognition, Oral Reading Fluency and Listening Comprehension in the Simple View of Reading: A Study in an Intermediate Depth Orthography.” Reading & writing 30.3 (2017): 591–611. Web.

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Week 9: Oral Reading Fluency

Fuchs, L.S., Fuchs, D., Hosp, M.K. & Jenkins, J.R. (2001). Oral Reading Fluency as an indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis. Scientific Studies of Reading 5(3), 239-256

Nese, J. F., Biancarosa, G., Anderson, D., Lai, C. F., Alonzo, J., & Tindal, G. (2012). Within-year oral reading fluency with CBM: A comparison of models. Reading and Writing, 25(4), 887-915.

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Week 10: Reading Fluency Measurements & Theory

Reschly, AlL., Busch, T.W., Betts, J., Deno, S.L., & Long, J.D. (2009).  Curriculum-based measurement of oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47, 427-469.

Vanderwoo, Michael L., Tung, Catherine Y,, & Checca, C. Jason. (2013). Predictive Validity and Accuracy of Oral Reading Fluency for English Learners. Journal of Psychoeducational Assessment, 32(3), 249-258.

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Week 11: The SVR and L2 Reading

Kim & Lee (2026). The role of L2 written linguistic knowledge in EFL reading comprehension: Testing mediation within the simple view of reading. Manuscript submitted for publication. 

Hamada, Akira et al. “Robust Evidence for the Simple View of Second Language Reading: Secondary Meta-Analysis of Jeon and Yamashita (2022).” Studies in Second Language Acquisition 46.5 (2024): 1355–1372. Print.

Kim, Jeesoo, and Yunkyoung Cho. “Roles of Vocabulary and Grammar Knowledge in L2 Reading Comprehension : The Case of Korean Adolescent Learners of English.” Korean Journal of Applied Linguistics 31.1 (2015): 33–60. 

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Week 12: Reading and the Brain

Dehaene, Stanislas. (2009). Reading in the Brain : The New Science of How We Read. 2009. Print. 

Verhoeven, Ludo, and Jan van Leeuwe. “The Simple View of Second Language Reading throughout the Primary Grades.” Reading & writing 25.8 (2012): 1805–1818. Print.

Hoover, Wesley A., and Philip B. Gough. “The Simple View of Reading.” Reading & writing 2.2 (1990): 127–160. Print.

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Week 13: Development of Oral & Silent Reading Fluency and Scripts

Anne Arnesen,Johan Braeken,Scott Baker,Wilhelm Meek-Hansen,Terje Ogden,Monica Melby-Lervåg. (2017). Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2–5. Reading Research Quarterly, 52(2), 177–201 | doi:10.1002/rrq.159. 

Ciuffo, M., Myers, J., Ingrassia, M., Milanese, A., Venuti, M., Alquino, A., Baradello, A., Stella, G., & Gagliano, A. (2017). How fast can we read in the mind? Developmental trajectories of silent reading fluency. Reading and Writing, 30, 1667 - 1686.