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Semantic Constructivity in ESL Reading Comprehension *
Author(s) -
Perkins Kyle
Publication year - 1983
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.2307/3586421
Subject(s) - reading comprehension , linguistics , reading (process) , psychology , comprehension , computer science , philosophy
This paper reports the results of a study whose focus was semantic constructivity in ESL reading comprehension. It was found that ESL students exhibit semantic constructivity similar to L1 children and adults, i.e., they use their knowledge of the world and contribute to information found in the text. However, ESL readers' contributions to the text may be marred by language interference, developing English language competence and data‐ and resource‐limitation phenomena.