Book reviews [1995, Vol. 22, no. 2]

Books reviewed are: Anthony G. Hopwood and Peter Miller, Eds., Accounting as Social and Institutional Practice Reviewed by Ross E. Stewart; Wolodymyr Motyka, Annotated Bibliography of Russian Language Publications on Accounting 1736-1917 Reviewed by Marc I. LeBow; Paul Omerod, The Death of Economics Reviewed by Scot A. Stradley; Graeme Donald Snooks, Economics without Time.- A Science Blind to the Forces of Historical Change Reviewed by Christopher J. Napier; Tony Tinker and Tony Puxty, Eds., Policing Accounting Knowledge: The Market for Excuses Affair Reviewed by Alan J. Richardson; Robert Van Riper, Setting Standards for Financial Reporting: FASB and the Struggle for Control of a Critical Process (Quorum Books, Westport, Connecticut, 1994, 206 pp., $49.95). Reviewed by Dean Neu and Eric Powri

MI 745 Seminar in Missiology

+Transforming Mission* David J. Bosch +Constants in Context Stephen Bevans & Roger Schroeder AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu... 1 of 13 6/10/2009 6:28 PM +Mission as Transformation** Vinay Samuel, Chris Sugden +Mission on the Way Charles van Engen +Mission in the 21st Century Andrew Walls & Cathy Ross, eds [*Classical Texts in Mission & World Christianity (augments Bosch) Norman Thomas]https://place.asburyseminary.edu/syllabi/3550/thumbnail.jp

MI 880 Doctoral Seminar in Mission

(Abbreviations of texts follow authors\u27 name initials: B, BS, E, N, SS, T, V, WR. +Indicates required readings for all students. * or ** Indicates auxiliary readings.) +Transforming Mission* David J. Bosch +Constants in Context Stephen Bevans & Roger Schroeder +Mission as Transformation** Vinay Samuel, Chris Sugden +Mission on the Way Charles van Engen +Mission in the 21st Century Andrew Walls & Cathy Ross, eds [*Classical Texts in Mission & World Christianity (augments Bosch) Norman Thomas] [*A ReaderÕs Guide to Transforming Mission (clearly applies Bosch) Stan Nussbaum] [**The New Global Mission (Latin American articulation of Transformation) Samuel Escobar]https://place.asburyseminary.edu/syllabi/3551/thumbnail.jp

Using threshold concepts to design a first year biology curriculum

We used a matrix of threshold concepts, which incorporates a network of discipline ideas/processes (Ross et al. 2010) and encapsulates our conceptual understanding of biology, as a useful construct for integrating ‘ways of thinking and practicing as a biologist’ into curriculum design and delivery (Taylor, 2006, 2008). Our new laboratory program for first year biology students focuses more explicitly on key abstract threshold concepts such as hypothesis testing, and scale, using challenging hands-on investigations and increased levels of student independence. We also integrated into the course, a broad range of activities which address key problems in understanding and help students to monitor their progress (Lawson, 2000; Oh, 2010; Pederson, 2011). We used our extensive surveys of students’ understanding of concepts such as hypothesis testing, to create a diagnostic survey instrument (Taylor et al 2012, Zimbardi et al 2012), which could be used to track student progress. Similarly our data on student writing of hypotheses and testing protocols (Taylor and Meyer 2010), which showed a huge variation in understanding of the how and what of testing, led us to design a series of experimental design and interpretive writing activities which allowed students to develop and practice their understanding of the concept. REFERENCES Kim, H. J., & Pedersen, S. (2011) Advancing young adolescents’ hypothesis-development performance in a computer-supported and problem-based learning environment, Computers & Education, doi: 10.1016/j.compedu.2011.03.014 Lawson, A. E. (2003). The nature and development of hypothetico-predictive argumentation, with implications for science teaching. International Journal of Science Education, 25(11), 1387–1408. Oh, P. S. (2010) How can teachers help students formulate scientific hypotheses? Some strategies found in abductive inquiry activities of earth science. International Journal of Science Education, 32(4), 541-560. Ross, P. M., Taylor, C. E., Hughes, C., Kofod, M., Whitaker, N., & Lutze-Mann, L. (2010). Threshold concepts: Challenging the culture of teaching and learning biology. In J. H. F. Meyer, R. Land & C. Baillie (Eds), Threshold Concepts: from theory to practice. (pp165-178), Rotterdam: Sense Publishers. Taylor, C. E. (2006). Threshold concepts in biology: Do they fit the definition? In J. H. F. Meyer & R. Land (Eds), Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge, (pp87-99), London: Routledge. Taylor, C. E. (2008). Threshold concepts, troublesome knowledge and ways of thinking and practising. In R. Land, J. H. F. Meyer, & J. Smith (Eds) Threshold Concepts within the Disciplines, (pp185-197), Rotterdam: Sense Publishers. Taylor, C. E. and Meyer, J. H. F. (2010). The testable hypothesis as a threshold concept for biology students. In J. H. F. Meyer, R. Land & C. Baillie (Eds), Threshold Concepts: from theory to practice, (pp179-192), Rotterdam: Sense Publishers. Zimbardi, K., Meyer, J. H. F., Chunduri, P., Taylor, C. E., Ross, P. M., Tzioumis, V., & Lluka, L. J. (2012). Student understanding of the critical features of a hypothesis: variation across epistemic and heuristic dimensions. In Threshold Concepts: from personal practice to communities of practice. Proceedings of the 4th Biennial Threshold Concepts Conference, NAIRTL, Dublin, Ireland

Intelligent opinion mining and sentiment analysis using artificial neural networks

The article formulates a rigorously developed concept of opinion mining and sentiment analysis using hybrid neural networks. This conceptual method for processing natural-language text enables a variety of analyses of the subjective content of texts. It is a methodology based on hybrid neural networks for detecting subjective content and potential opinions, as well as a method which allows us to classify different opinion type and sentiment score classes. Moreover, a general processing scheme, using neural networks, for sentiment and opinion analysis has been presented. Furthermore, a methodology which allows us to determine sentiment regression has been devised. The paper proposes a method for classification of the text being examined based on the amount of positive, neutral or negative opinion it contains. The research presented here offers the possibility of motivating and inspiring further development of the methods that have been elaborated in this paper.Stuart, KDC.; Majewski, M. (2015). Intelligent opinion mining and sentiment analysis using artificial neural networks. Lecture Notes in Computer Science. 9492:103-110. doi:10.1007/978-3-319-26561-2_13S1031109492Feldman, R.: Techniques and applications for sentiment analysis. Commun. ACM 56(4), 82–89 (2013)Taboada, M., Brooke, J., Tofiloski, M., Voll, K., Stede, M.: Lexicon-based methods for sentiment analysis. Comput. Linguist. 37(2), 267–307 (2011)Mohammad, S.M., Turney, P.D.: Crowdsourcing a word-emotion association lexicon. Comput. Intell. 29(3), 436–465 (2013)Chen, H., Zimbra, D.: AI and opinion mining. IEEE Intell. Syst. 25(3), 74–80 (2010)Majewski, M., Zurada, J.M.: Sentence recognition using artificial neural networks. Knowl. Based Syst. 21(7), 629–635 (2008)Kacalak, W., Stuart, K.D., Majewski, M.: Intelligent natural language processing. In: Jiao, L., Wang, L., Gao, X., Liu, J., Wu, F. (eds.) ICNC 2006. LNCS, vol. 4221, pp. 584–587. Springer, Heidelberg (2006)Kacalak, W., Stuart, K., Majewski, M.: Selected problems of intelligent handwriting recognition. In: Melin, P., Castillo, O., Ramírez, E.G., Kacprzyk, J., Pedrycz, W. (eds.) IFSA 2007. Advances in Soft Computing, vol. 41, pp. 298–305. Springer, Cancun (2007)Stuart, K.D., Majewski, M.: Selected problems of knowledge discovery using artificial neural networks. In: Liu, D., Fei, S., Hou, Z., Zhang, H., Sun, C. (eds.) ISNN 2007, Part III. LNCS, vol. 4493, pp. 1049–1057. Springer, Heidelberg (2007)Stuart, K., Majewski, M.: A new method for intelligent knowledge discovery. In: Castillo, O., Melin, P., Ross, O.M., Cruz, R.S., Pedrycz, W., Kacprzyk, J. (eds.) IFSA 2007. Advances in Soft Computing, vol. 42, pp. 721–729. Springer, Heidelberg (2007)Stuart, K.D., Majewski, M.: Artificial creativity in linguistics using evolvable fuzzy neural networks. In: Hornby, G.S., Sekanina, L., Haddow, P.C. (eds.) ICES 2008. LNCS, vol. 5216, pp. 437–442. Springer, Heidelberg (2008)Stuart, K.D., Majewski, M.: Evolvable neuro-fuzzy system for artificial creativity in linguistics. In: Huang, D.-S., Wunsch II, D.C., Levine, D.S., Jo, K.-H. (eds.) ICIC 2008. LNCS (LNAI), vol. 5227, pp. 46–53. Springer, Heidelberg (2008)Stuart, K.D., Majewski, M., Trelis, A.B.: Selected problems of intelligent corpus analysis through probabilistic neural networks. In: Zhang, L., Lu, B.-L., Kwok, J. (eds.) ISNN 2010, Part II. LNCS, vol. 6064, pp. 268–275. Springer, Heidelberg (2010)Stuart, K.D., Majewski, M., Trelis, A.B.: Intelligent semantic-based system for corpus analysis through hybrid probabilistic neural networks. In: Liu, D., Zhang, H., Polycarpou, M., Alippi, C., He, H. (eds.) ISNN 2011, Part I. LNCS, vol. 6675, pp. 83–92. Springer, Heidelberg (2011)Specht, D.F.: Probabilistic neural networks. Neural Netw. 3(1), 109–118 (1990)Specht, D.F.: A general regression neural network. IEEE Trans. Neural Netw. 2(6), 568–576 (1991

[Review of] Jay C. Chunn, II, Patricia J. Dunston, and Fariyal Ross-Sheriff, eds. Mental Health and People of Color: Curriculum Development and Change

American colleges, universities, and medical schools have developed elaborate structures for the study, diagnosis, treatment, and prevention of mental illness and associated problems in living. The history of psychological training is not value free, but rather is imbedded in the general history of the culture, and reflective of its problematic issues. Whatever theoretical perspective mental health practitioners are trained in, whatever internship experiences are designed to complement the instructional program, the rates of success in identifying and resolving difficulties vary with the ethnicity of their clients. Success is shown disproportionately for a limited population-the clients of European American background. In each of the mental health fields examined in this volume, available data indicate underutilization, high non-return rates, client dissatisfaction, and generally poorer outcomes when mental health professionals turn their attention to the problems of people of color. Assuming a benign interest on the part of the practitioners, and assuming that the client would prefer health, the explanation for such unsatisfactory outcomes must lie in the training deficits of mental health professionals

Reviews of recent publications

Alonso, Carlos J. The Burden of Modernity: The Rhetoric of Cultural Discourse in Spanish America Reviewed by Melvin S. Arrington, Jr. Kolocotroni, Vassiliki, Jane Goldman, and Olga Taxidou, eds, Modernism: An Anthology of Sources and Documents Reviewed by Gerd Bayer Motte, Warren. Small Worlds: Minimalism in Contemporary French Literature Reviewed by William Cloonan Melton, Judith M. The Face of Exile: Autobiographical Journeys Reviewed by Claude P. Desmarais Redding, Arthur. Raids on Human Consciousness: Writing, Anarchism, and Violence Reviewed by Gail Finney Chambers, Ross. Facing It: AIDS Diaries and the Death of the Author Reviewed by Melissa A. Fitch Marx-Scouras, Danielle. The Cultural Politics of Tel Quel: Literature and the Left in the Wake of Engagement Reviewed by Diane Fourny Foster, David William. Buenos Aires: Perspectives on the City and Cultural Production Reviewed by Gustavo Geirola Nelson, Ardis L., ed. Guillermo Cabrera Infante: Assays, essays, and other arts Reviewed by José Luis Martinez-Dueñas Fox, Claire F. The Fence and the River: Culture and Politics at the U.S.-Mexico Border Reviewed by Robert Neustad

NT 632 Exegesis of Philippians

1. For those with Comprehensive Greek, either the UBS 4 or NA 27 Greek New Testament For those with Concise Greek, a Greek/English interlinear using one of the recommended English translations cited below and a Greek version cited above. 2. A modern translation of the New Testament (NRSV, RSV, TNIV recommended; not acceptable KJV, NKJV or paraphrases such as the NLB or the Message) 3. Stephen Fowl. Philippians. Two Horizons Commentary. Grand Rapids: Eerdmans, 2005. 4. Richard B. Hays. The Moral Vision of the New Testament. San Francisco: HarperSan Francisco, 1996. We will begin reading from HaysÕ book right away. 5. David Alan Black. ItÕs Still Greek to Me. Grand Rapids: Baker, 1998. OR Daniel B. Wallace. The Basics of New Testament Syntax. Grand Rapids: Zondervan, 2000 (for those considering advanced New Testament study, I recommend this volume) 6. Richard Bauckham. Bible and Mission: Christian Witness in a Postmodern World. Grand Rapids: Baker, 2003. We will begin reading this book after our first session together. 7. The student will need access to Gerald F. Hawthorne, Ralph P. Martin, and Daniel G. Reid, eds. Dictionary of Paul and His Letters. Downers Grove: IVP, 1993. I recommend buying the volume, though a copy is available in the reference section of the Information Commons on campus. I will also assign several articles and chapters from books. I am currently working on getting permission for us to photocopy needed material. These will include: J. Ross Wagner. ÒWorking Out Salvation: Holiness and Community in Philippians.Ó In Kent E. Brower and Andy Johnson, eds. Holiness and Ecclesiology in the New Testament (Grand Rapids: Eerdmans, 2007): 257–74. William S. Kurz, ÒKenotic Imitation of Paul and of Christ in Philippians 2 and 3.Ó In Fernando F. Segovia, ed. Discipleship in the New Testament (Philadelphia: Fortress, 1985): 76–102https://place.asburyseminary.edu/syllabi/1363/thumbnail.jp

The Ursinus Weekly, May 19, 1947

Bruins trip \u27Fords for sixth success; Ross notches win • WSGA installs officers at dinner for women • Class of \u2748 names A. Simons, D. Helms to fill top offices • Ruby show offers eye-filling co-eds in modeling roles • AVC aims delivered by Mr. William Batt • Y conducts weekend of fellowship, planning • Alpha Psi Omega welcomes six Curtain Club initiates • Annex man to head next year\u27s sophs • FBI agent addresses students • Varsity Club slates Wednesday banquet • Last FTA program features discussion of Horace Mann • Language clubs elect officers • Choral group picks officers at final business meeting • Fifty hear Messiah recordings • Penn softball team routed as Erma Keyes whiffs ten • Cheyney choir will present concert here on Wednesday • Cricket team to meet \u27Fords • Group hears Mr. J. M. Hohlfeld • Netmen bow to \u27Fords; succumb to Drexel, 8-1 • Drexel nine rallies to trip bruins, 7-4; locals err thrice • Garnet, Drexel top bears in tri-meet • Brodbeck, Curtis tied for softball loop lead • Golfers beaten, 9-0, by strong Blue Hens • Thin-clads score at Rutgers • Women golfers mace S-more; are whitewashed by Beaver, 5-0 • H. Anderson\u27s hitting features 11-1 softball win over B. Mawr • Girls\u27 tennis team wins, 4-1 • Educator speaks at club dinner • Prof. has two articles publishedhttps://digitalcommons.ursinus.edu/weekly/1660/thumbnail.jp

Metacognition as a superordinate concept of metalinguistics: The role in developing reading skills in a foreign language

The paper provides a theoretical analysis of the relationship between metacognition and its subordinate concept metalinguistics. Understanding that language and cognition are inextricably linked, the aim of the paper is to highlight the holistic nature of learning. From this perspective, metalinguistic abilities, such as phonological awareness, word awareness, form awareness, and pragmatic awareness are introduced and suggestions for activities and everyday interactions to facilitate their development are outlined. Furthermore, the paper focuses on explaining the role of metacognition and metalinguistics in particular towards the development of reading skills. Based on the three kinds of metacognitive knowledge, i.e., declarative knowledge, procedural knowledge and conditional knowledge, the paper provides a five-step instruction of a reading comprehension strategy, applicable for both L1 and FL reading development.This work was supported by the Slovak Research and Development Agency under grant number [email protected] Kopčíková is a lecturer at the Department of Communicative and Literary Education at the Faculty of Education, University of Prešov. She works with pre-service teachers, her main teaching areas being methodology of teaching English to young and very young learners and the development of communicative competences in the English language. She has participated in several research projects focused on the development of metacognitive, cognitive and executive functions of underperforming students. Her main fields of expertise are metacognitive reading strategies and reading competence in the English language.University of Prešov, SlovakiaAlfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on high school students. The Journal of Educational Research 97(4): 171–185.Ames, C. & Ames, R. 1984. Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology 76: 535–556.Baker, L. & Brown, A. L. 1984. Metacognitive skills and reading. In: D. P. Pearson (ed.), Handbook of Reading Research, 353–394. New York: Longman.Ben-Zeev, S. 1977. The influence of bilingualism on cognitive strategy and cognitive development. Child Development 48: 1009–1018.Bialystok, E. 1988. Levels of bilingualism and levels of linguistic awareness. Developmental Psychology 24(4): 560–567.Bialystok, E. 2001. Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge University Press.Brooks, P. & Kempe, V. 2012. Language Development. London, UK: BPS Blackwell.Brown, A. L. 1987. Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In: F. Weinart & R. Kluwe (eds.), Metacognition, Motivation and Understanding, 65–116. Hillsdale, NJ: Lawrence Erlbaum Associates.Brown, A L. & Palincsar, A. S. 1989. Guided, cooperative learning and individual knowledge acquisition. In: L. B. Resnick (ed.), Knowing and Learning: Essays in Honor of Robert Glaser, 393–451. Hillsdale, NJ: Lawrence Erlbaum Associates.Brown, A. L. & J. S. DeLoache. 1978. Skills, plans and self-regulation. In: R. Siegler (ed.), Children’s Thinking: What Develops? Hillsdale, NJ: Lawrence Erlbaum Associates.Butler, Y. G. 2002. Second language learners’ theories on the use of English articles. Studies in Second Language Acquisition 24(03): 451–480.Calfee, R. C. 1977. Assessment of independent reading skills: Basic research and practical applications. In: Arthur S. Reber & Don L. Scarborough (eds.), Toward a Psychology of Reading. Hillsdale, NJ: Lawrence Erlbaum Associates.Carell, P. L. 1987. Content and Formal Schemata in ESL Reading. TESOL Quarterly 21(3): 461.Carrell, P. L., Gajdusek, L. & Wise, T. 2002. Metacognition and EFL/ESL reading. In Hope J. Hartman (ed.), Metacognition in Learning and Instruction. New York: Springer Science + Business Media.Cazden, C. B. 1975. Play with language and metalinguistic awareness: One dimension of language experience. In: C. B. Winsor (ed.). Dimensions of Language Experience. New York: Agathon Press.Clay, M. M. 1993. An Observation Survey of Early Literacy Achievement. Portsmouth: Heinemann Education.Cross, D. R. & Paris, S. G. 1988. Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology 80(2): 131–142.De Avila, E. A. & Duncan, S. E. 1979. Bilingualism and the metaset. Journal of the National Association for Bilingual Education 3: 1–20.Delclos, V. R. & Harrington, C. 1991. Effects of strategy monitoring and proactive instruction on children’s problem-solving performance. Journal of Educational Psychology 83(1): 35–42.Donaldson, M. 1978. Children’s minds. Glasgow: Collins.Flavell, J. H. 1978. Metacognitive development. In: J. M. Scandura & C. J. Brainerd (eds.), Structural Process Models of Complex Human Behaviour. The Netherlands: Sijthoff and Noordhoff.Flavell, J. H. 1981. Cognitive monitoring. In: P. W. Dickson (Ed.). Children’s Oral Communication Skills. New York: Academic Press.Garner, R. 1987. Metacognition and Reading Comprehension. Norwood, NJ: Ablex Publishing Corporation.Gombert, J. E. 1992. Metalinguistic Development. Chicago: University of Chicago Press.Gough, P. B. & Hillinger, M. L. 1979. Learning to read: An unnatural act. Bulletin of the Orton Society 30(1): 179–196.Guthrie, J.T., Wigfield, A. & VonSecker, C. 2000. Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology 92: 331–341.Hartman, H. J. (ed.) 2002. Metacognition in Learning and Instruction. New York: Springer Science + Business Media.Horner, S. & Shwery, C. S. 2002. Becoming an engaged, self-regulated reader. Theory into Practice 41(2): 102–109.Jacobs, J. E. & Paris, S. G. 1987. Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist 22: 255–278.Kirsner, K., Brown, H. L., Abrol, S., Chadha, N. K. & Sharma, N. K. 1980. Bilingualism and lexical representation. Quarterly Journal of Experimental Psychology 32: 585–594.Koda, K. 2005. Insights into Second Language Reading. A Cross-Linguistic Approach. Cambridge: Cambridge University Press.Kusiak, M. 2013. Reading comprehension in Polish and English: Evidence from an Introspective Study. Krakow: Jagiellonian University Press.Lambert, W. E. 1981. Bilingualism and language acquisition. Annals of the New York Academy of Sciences 379: 9–22.Lightsey, G. E. & Frye, B. J. 2004. Teaching Metalinguistic Skills To Enhance Early Reading Instruction. Reading Horizons 45: 27–37.Nagy, W. & Anderson, R. C. 1995. Metalinguistic awareness and literacy acquisition in different languages. Urbana, IL: Center for the Study of Reading.Neaum, S. 2017. What Comes Before Phonics? London, UK: Learning Matters, Ltd.Oakhill, J., Cain, K. & Elbro, C. 2015. Understanding and Teaching Reading Comprehension: A Handbook. New York: Routledge.O’Malley, M. J., Chamot, A. U., Stewner-Mazanares, G., Russo, R. P. & Kupper, L. 1985. Learning strategies applications with students of English as a second language. TESOL Quarterly 19: 285–296.Pratt, C. & Grieve, R. 1984. The development of metalinguistic awareness: An introduction. In: W. E. Tunmer, C. Pratt & M. L. Herriman (eds.), Metalinguistic Awareness in Children. Theory, Research and Implications. Berlin: Springer-Verlag.Pressley, M., Snyder, B. L. & Cariglia-Bull, T. 1987. How can good strategy use be taught to children? Evaluation of six alternative approaches. In: S. M. Cormier & J. D. Hagman (eds.), Transfer of Learning: Contemporary Research and Application, 81–120. Orlando, FL: Academic Press.Rapp, D. & Kendeou, P. 2007. Revising what readers know: Updating text representations during narrative comprehension. Memory & Cognition 35(8): 2019–2032.Schraw, G. 2002. Promoting general metacognitive awareness. In: Hope J. Hartman (ed.), Metacognition in learning and instruction. New York: Springer Science + Business Media.Schraw, G. & Moshman, D. 1995. Metacognitive theories. Educational Psychological Review 7: 351–371.Tunmer, W.E. & Bowey, J. A. 1984. Metalinguistic awareness and reading acquisition. In: W. E. Tunmer, C. Pratt & M. L. Herriman (eds.), Metalinguistic Awareness in Children. Theory, Research and Implications. Berlin: Springer-Verlag.Tunmer, W. E. & Herriman, M. L. 1984. The Development of Metalinguistic Awareness: A Conceptual Overview. Springer Series in Language and Communication. 12-35. doi: 10.1007/978-3-642-69113-3_2Tunmer, W. E., Pratt, C. & Herriman, M. L. (eds.). 1984. Metalinguistic Awareness in Children. Theory, Research and Implications. Berlin: Springer-Verlag.Turnbull, M. & Dailey-O´Cain, J. (eds.). 2009. First Language Use in Second and Foreign Language Learning. Salisbury, UK: MPG Books Group.van Gelderen, A., Schoonen, R., de Glopper, K. Hulstijn, J. Simis, A., Snellings, P. & Stevenson, M. 2004. Linguistic knowledge, processing speed and metacognitive knowledge in first- and second- language reading comprehension: A componential analysis. Journal of Educational Psychology 96(1): 19–30.Vygotsky, Lev S. 1962. Thought and Language. Cambridge, MA: M.I.T. Press.Walczyk, J. & Griffith-Ross, D. A. 2007. How important is reading skill fluency for comprehension? The Reading Teacher 60(6): 560–569.Whyatt, B. 2007. The use of metalinguistic knowledge in the process of translation. Report presented at Linguistic Meeting in Poznan.Woolley, G. 2011. Reading Comprehension: Assisting Children with Learning Difficulties. Brisbane: Springer Science + Business Media.Zimmerman, B. J. 2002. Becoming a self-regulated learner: An overview. Theory Into Practice 41(2): 64–70.Zipke, Marcy. 2008. Teaching metalinguistic awareness and reading comprehension with riddles. The Reading Teacher 62(2): 128–137.24 (1/2019)829