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Fluent second language reading depends on ....
The development of sight vocab
overlearning words to the point that they are automatically recognized in their printed form, readers have to encounter repeatedly words in which they have some familiarity, familiarity breeds automaticity
Krashen: i(the reader’s current level) minus 1
for further acquisition to take place, the comprehensible input has to contain elements that are slightly beyond ‘i’
The development of general vocab knowledge
second language students must read and read some more both to learn words from context through multiple encounters and to become better readers so that incidental vocab learning becomes easier
The development of different knowledge types
increases word-meaning knowledge but can also produce gains in topical and world knowledge that can further facilitate reading comprehension
World
Text type
overlearning words to the point that they are automatically recognized in their printed form, readers have to encounter repeatedly words in which they have some familiarity, familiarity breeds automaticity
Krashen: i(the reader’s current level) minus 1
for further acquisition to take place, the comprehensible input has to contain elements that are slightly beyond ‘i’
The development of general vocab knowledge
second language students must read and read some more both to learn words from context through multiple encounters and to become better readers so that incidental vocab learning becomes easier
The development of different knowledge types
increases word-meaning knowledge but can also produce gains in topical and world knowledge that can further facilitate reading comprehension
World
Text type
