Análisis de la familiaridad y del interés en la comprensión lectora de estudiantes españoles de inglés como lengua extranjera

References

1. Alderson, J.C
   (2000) (ed 2005) Assessing reading. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511732935
   https://doi.org/10.1017/CBO9780511732935 [Google Scholar]
2. Al-Shumaimeri, Y.A.N
   (2005) Gender differences in reading comprehension performance in relation to content familiarity of gender-neutral texts. Artículo presentado en la segunda conferencia internacional Language, culture and literature , Minia University, Egipto.
   [Google Scholar]
3. Al-Shumaimeri, Y.A.N
   (2006) The effects of content familiarity and language ability on reading comprehension performance of low- and high-ability Saudi tertiary students studying English as a foreign language. Educational Sciences and Islamic Studies, 18(2), 1–19.
   [Google Scholar]
4. Awabdy, G.W
   (2012) Background knowledge and its effect on standardized reading comprehension test performance. UC Berkeley: Education. Extraído dehttps://escholarship.org/uc/item/7ph9r3ts
   [Google Scholar]
5. Ay, S. , & Bartan, Ö. Ş
   (2012) The effect of topic interest and gender on reading test types in a second language. The Reading Matrix, 12(1), 62–79.
   [Google Scholar]
6. Bernhardt, E.B
   (2005) Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133–150. doi: 10.1017/S0267190505000073
   https://doi.org/10.1017/S0267190505000073 [Google Scholar]
7. Bernhardt, E.B
   (2011) Understanding advanced second-language reading. Nueva York: Routledge.
   [Google Scholar]
8. Brantmeier, C
   (2002) The effects of passage content on second language reading comprehension by gender across instruction levels. En J. Hammadou Sullivan (Ed.), Research in second language learning: Literacy and the second language learner (pp.149–176). Greenwich: Information Age Publishing.
   [Google Scholar]
9. Brantmeier, C
   (2003a) Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, 15(1), 1–27.
   [Google Scholar]
10. Brantmeier, C
    (2003b) Beyond linguistic knowledge: Individual differences in second language reading. Foreign Language Annals, 36(1), 33–44. doi: 10.1111/j.1944‑9720.2003.tb01930.x
    https://doi.org/10.1111/j.1944-9720.2003.tb01930.x [Google Scholar]
11. Brantmeier, C
    (2003c) The role of gender and strategy use in processing authentic written input at the intermediate level. Hispania, Applied Linguistics Section, 86(4), 844–856.
    [Google Scholar]
12. Brantmeier, C
    (2003d) Language skills or passage content?: A comparison of native and non-native male and female readers of Spanish. Applied Language Learning, 13(1), 183–205.
    [Google Scholar]
13. Brantmeier, C
    (2004) Gender, violence-oriented passage content and second language reading comprehension. The Reading Matrix, 4(2), 1–19.
    [Google Scholar]
14. Brantmeier, C
    (2005) Effects of reader’s knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal, 89(1), 37–53. doi: 10.1111/j.0026‑7902.2005.00264.x
    https://doi.org/10.1111/j.0026-7902.2005.00264.x [Google Scholar]
15. Brantmeier, C
    (2006a) Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18(2), 89–115.
    [Google Scholar]
16. Brantmeier, C
    (2006b) Adult second language reading in the USA: The effects of readers’ gender and test method. Forum on Public Policy Online, 1, 1–36.
    [Google Scholar]
17. Bügel, K. , & Buunk, B.P
    (1996) Sex differences in foreign language text comprehension: The role of interests and prior knowledge. The Modern Language Journal, 80(1), 15–31. doi: 10.1111/j.1540‑4781.1996.tb01133.x
    https://doi.org/10.1111/j.1540-4781.1996.tb01133.x [Google Scholar]
18. Cain, K. , & Oakhill, J
    (2006) Assessment matters: Issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76(4), 697–708. doi: 10.1348/000709905X69807
    https://doi.org/10.1348/000709905X69807 [Google Scholar]
19. Carrell, P.L. , & Wise, T.E
    (1998) The relationship between prior knowledge and topic interest in second language reading. Studies in Second Language Acquisition, 20(3), 285–309. doi: 10.1017/S0272263198003015
    https://doi.org/10.1017/S0272263198003015 [Google Scholar]
20. Chang, Y.F
    (2006) On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing, 23(4), 520–543. doi: 10.1191/0265532206lt340oa
    https://doi.org/10.1191/0265532206lt340oa [Google Scholar]
21. Chou, P.T.M
    (2011) The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108–115.
    [Google Scholar]
22. Dörnyei, Z
    (2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Lawrence Erlbaum.
    [Google Scholar]
23. Keshavarz, M.H. , & Ashtarian, S
    (2008) The relationship between Iranian EFL learners’ gender and reading comprehension of three different types of text. Iranian Journal of Applied Linguistics, 11(1), 95–112.
    [Google Scholar]
24. Lin, L.F
    (2010) Senior high school students’ reading comprehension of graded readers. Journal of Language Teaching and Research, 1(1), 20–28. doi: 10.4304/jltr.1.1.20‑28
    https://doi.org/10.4304/jltr.1.1.20-28 [Google Scholar]
25. McNeil, L
    (2011) Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: An exploratory study. Reading and Writing, 24(8), 883–902. doi: 10.1007/s11145‑010‑9230‑6
    https://doi.org/10.1007/s11145-010-9230-6 [Google Scholar]
26. Ozuru, Y. , Best, R. , Bell, C. , Witherspoon, A. , & McNamara, D.S
    (2007) Influence of question format and text availability on the assessment of expository text comprehension. Cognition and Instruction, 25(4), 399–438. doi: 10.1080/07370000701632371
    https://doi.org/10.1080/07370000701632371 [Google Scholar]
27. Payne, T.W. , & Lynn, R
    (2011) Sex differences in second language comprehension. Personality and Individual Differences, 50(3), 434–436. doi: 10.1016/j.paid.2010.10.026
    https://doi.org/10.1016/j.paid.2010.10.026 [Google Scholar]
28. Pearson, P.D. , & Hamm, D.N
    (2005) The assessment of reading comprehension: A review of practices – past, present, and future. En S.G. Paris & S.A. Stahl (Eds.), Children‘s reading comprehension and assessment (pp.13–69). Mahwah: Lawrence Erlbaum.
    [Google Scholar]
29. Perkins, K. , & Jones, B
    (1985) Measuring passage contribution in ESL reading comprehension. TESOL Quarterly, 19(1), 137–153. doi: 10.2307/3586776
    https://doi.org/10.2307/3586776 [Google Scholar]
30. R Development Core Team
    (2012) R, versión 2.15. R: A language and environment for statistical computing [Manual de software informático]. Viena, Austria. Disponible enwww.r-project.org/(ISBN3-900051-07-0).
    [Google Scholar]
31. Riley, G.L. , & Lee, J.F
    (1996) A comparison of recall and summary protocols as measures of second language reading comprehension. Language Testing, 13(2), 173–189. doi: 10.1177/026553229601300203
    https://doi.org/10.1177/026553229601300203 [Google Scholar]
32. Schiefele, U
    (1991) Interest, learning, and motivation. Educational Psychologist, 26(3-4), 299–323. doi: 10.1080/00461520.1991.9653136
    https://doi.org/10.1080/00461520.1991.9653136 [Google Scholar]
33. Schiefele, U
    (1992) Topic interest and levels of text comprehension. En K.A. Renninger , S. Hidi , & A. Krapp (Eds.), The role of interest in learning and development (pp.151–182). Hillsdale: Erlbaum.
    [Google Scholar]
34. Schraw, G. , Bruning, R. , & Svoboda, C
    (1995) Sources of situational interest. Journal of Reading Behavior, 27(1), 1–17.
    [Google Scholar]
35. Shokouhi, H. , & Parvaresh, N
    (2010) Post-adjunct reading comprehension questions and meaning construction: A case of gender study. Journal of Language Teaching and Research, 1(1), 8–19.
    [Google Scholar]
36. Tabatabaei, O. , & Shakerin, S
    (2013) The effect of content familiarity and gender on EFL learners’ performance on MC cloze test and C-test. International Journal of English Language Education, 1(3), 151–171. doi: 10.5296/ijele.v1i3.3952
    https://doi.org/10.5296/ijele.v1i3.3952 [Google Scholar]
37. Tin, T.B
    (2008) Exploring the nature of the relation between interest and comprehension. Teaching in Higher Education, 13(5), 525–536. doi: 10.1080/13562510802334764
    https://doi.org/10.1080/13562510802334764 [Google Scholar]
38. Wolf, D.F
    (1993) A comparison of assessment tasks used to measure FL reading comprehension. The Modern Language Journal, 77(4), 473–489. doi: 10.1111/j.1540‑4781.1993.tb01995.x
    https://doi.org/10.1111/j.1540-4781.1993.tb01995.x [Google Scholar]
39. Yazdanpanah, K
    (2007) The effect of background knowledge and reading comprehension test items on male and female performance. The Reading Matrix, 7(2), 64–80.
    [Google Scholar]