Is light reading enough to fully acquire academic language? The bridge hypothesis
DOI:
https://doi.org/10.25170/ijelt.v6i1.1551Keywords:
light reading, pleasure reading, academic language, vocabulary developmentAbstract
The Bridge Hypothesis states that pleasure reading acts as a bridge between conversational and academic language, providing the competence that makes demanding texts more comprehensible. In two studies, D. Gardner argues that pleasure reading does not play a role in helping children understand academic texts, but a close look at the data shows that Gardner's evidence actually supports the Bridge Hypothesis.
References
Gardner, D. (2004). Vocabulary input through extensive reading: A comparison of words found in children’s narrative and expository reading materials. Applied Linguistics, 25(1), 1-37.
Gardner, D. (2008). Vocabulary recycling in children's authentic reading materials: A corpus-based investigation of narrow reading. Reading as a Foreign Language, 20 (1), 92-122.
LaBrant, L. (1958). An evaluation of free reading. In C. Hunnicutt & W. Iverson (Eds.), Research in the Three R’s New YorK (pp. 154-161). Harper and Brothers.
Ujiie, J. & Krashen, S. (2006). Are prize-winning books popular among children? An analysis of public library circulation. Knowledge Quest, 34(3), 33-35.
Gardner, D. (2008). Vocabulary recycling in children's authentic reading materials: A corpus-based investigation of narrow reading. Reading as a Foreign Language, 20 (1), 92-122.
LaBrant, L. (1958). An evaluation of free reading. In C. Hunnicutt & W. Iverson (Eds.), Research in the Three R’s New YorK (pp. 154-161). Harper and Brothers.
Ujiie, J. & Krashen, S. (2006). Are prize-winning books popular among children? An analysis of public library circulation. Knowledge Quest, 34(3), 33-35.
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Published
2010-05-31
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