An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language Page: 14
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14
Second language readers, like native language readers, may,
of course, lack the cognitive skills necessary for reading.
Some ESL learners may be able to acquire some English
skills but be unable to learn to read. This inability
indicates a reading problem (restricted here to mean read-
ing processing problem), as opposed to a language pro-
ficiency problem.
In most reading problem cases, ESL students are able
to read but are very inefficient at the task. Their poor
reading comprehension is an indication that they are 'using
a poor combination of process strategies in their reading'
(Coady 1979:9). These students, obviously, are slow
readers:
'Oller (1972), Tullius (1971) and MacNamara (1970)
have found that the number of eye fixations and re-
gressions do not differ between native language
readers and ESL readers. The actual differences are
found in the durations of the fixations. Thus it
would appear that they do not extract large numbers
of samples from the book but rather spend more time
on either the sampling of the text or the recon-
structing. Since we do not see satisfactory com-
prehension, the additional time is evidently not
being spent on putting the information gained into
memory. Indeed, the comprehension loss seems to be
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Childress, Anita Gaye. An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language, thesis, December 1986; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc501132/m1/19/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .