Publications

Books and Volumes

  • Brantmeier, C. (Ed) (2016).  Celebrating Linguistically Diverse Learners of St. Louis: Responsive Research and Practice for Literacy. Volume published in special issue of Reading in a Foreign Language, 28(2).

  • Brantmeier, C. & Pulido, D. (Eds.) (2010). Revisting the MLA Report on Reconfiguring Foreign Language Programs: The Role of Reading, Volume published in special issue of Reading in a Foreign Language, 21(2).
  • Brantmeier, C. (Ed.) (2009). Crossing Languages and Research Methods: Analyses of Adult Foreign Language Reading. Book series entitled Research in Second Language Learning. Greenwich, CT: Information Age Publishing.
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  • Brantmeier, C. & Koda, K. (Eds.) (2009). Reading in languages other than English, Volume published in special issue of Reading in a Foreign Language, 20(2).
  • Brantmeier, C. (Ed.) (2004). Adult foreign language reading: Theory, research and implications, Volume published by Southern Journal of Linguistics. Charlotte, NC: The University of North Carolina at Charlotte Press, 27(1).

Articles and Book Chapters

  • Brantmeier, C., Liu, H., Li, Y., & Balmaceda, D. (in press, 2021). COVID-19 and Global Engagement through Remote Language Learning: Bringing Research to Immediate Practice. Aligharh Journal of Linguistics, Aligargh Muslim University, India.

  • Li, Y., & Brantmeier, C. (2021). The relationship between working memory capacity, reading strategy use, and comprehension with Chinese EFL university students. The Reading Matrix: An International Online Journal, 21(1), 1-26.
  • Brevik, L. M., Brantmeier, C., & Pearson, P. D. (in press 2019). Strategic readers of L2 English. Gradual release of responsibility. In L. M. Brevik & U. Rindal (Eds.), Teaching English in Norwegian classrooms. From research to practice. Oslo: Scandinavin University Press.
  • Brantmeier, C., Dolosic, H., Balmaceda, D. & Li, Y. (2019). Revisiting gender and L2 reading Spanish at the university: The evolution of reading skill components across instructional levels. Hispania, 102(4), 513-527.
  • Dolosic, H., Fang, W.C., Brantmeier, C., Strube, M., & Gao, Y. (2019). Preparing Chinese EFL adults for life abroad: Self-assessment, listening, and speaking. The Asian Journal of Applied Linguistics, 6(1), 28-41.
  • Liu, H., Brantmeier, C. & Strube, M.  (2019). EFL test preparation in China: The multidimensionality of the reading-writing relationship. Reading in a Foreign Language, 31(1), 44-61.
  • Liu, H. & Brantmeier, C. (2018). I know English: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English. System, 80, 60-72.
  • Medina, A., Callender, A., Brantmeier, C. & Schultz, L. (2017).  Inserted adjuncts, working memory capacity, and L2 reading. System, 66, 69-86.
  • Dolosic, H., Brantmeier, C.,  Strube, M.,  & Hogrebe, M. (2016). Living language: Self-assessment, oral production, and domestic immersion. Foreign Language Annals, 49 (2).
  • Brantmeier, C., Dolosic, H., Schultz, L., Aquino-Sterling, C. & Van Bishop, T.  (2015) Readings in L2 Reading: Publications in other venues during 2014-2015. Reading in a Foreign Language. 27(2), 314-339.
  • Brantmeier, C., Hammadou Sullivan, J., & Strube, M. (2014). Toward independent L2 readers:Effects of textual adjuncts, subject knowledge, L1 reading ability, and L2 proficiency. Reading in a Foreign Language. 26(2), 34-53.
  • Leuthardt, E., Peelle, J., Brantmeier, C., Cunningham, J., Barbour, D. (forthcoming, 2014). The emerging world of speech neuroprosthetics: Scientific, clinical, and technical considerations. Frontiers of Neuroscience.
  • Brantmeier, C., Strube, M. & Yu, X. (forthcoming, 2014). Scoring recalls for L2 readers of English in China: Pausal or idea units. Reading in a Foreign Language.
  • Callender, A., Medina, A. & Brantmeier, C. (forthcoming, 2014). The effects of textual inserts with intermediate level readers of Spanish. System.
  • Brantmeier, C. & Xiucheng, Y. (forthcoming, 2014). Empirical research on native Chinese speakers reading in English: Data driven issues and challenges. The Reading Matrix.
  • Brantmeier, C., Bishop, T., Xiucheng, Y., & Davis, S. (forthcoming, 2013). Readings on L2 Reading: Publications in other venues during 2012-2013. Reading in a Foreign Language, 25(2), 295-304.
  • Brantmeier, C., Callender, A. & McDaniel, M. (forthcoming, 2013). The role of gender, embedded questions, and domain specific readings with learners of Spanish. Hispania.
  • Brantmeier, C., Xiucheng, Y. & Bishop, T. (forthcoming, 2012). Readings on L2 reading: Publications in other venues during 2011-2012. Reading in a Foreign Language. 24(1).
  • Brantmeier, C. (forthcoming, 2012). Acquisition of reading in second language Spanish. Acquisition in the Spanish Classroom. Geeslin, K. (Ed.). Wiley-Blackwell.
  • Brantmeier, C., Callender, A., & McDaniel, M. (forthcoming, 2012). Textual enhancements and comprehension with adult readers of English from China. Reading in a Foreign Language. 24(1). 158-184.
  • Brantmeier, C., Vanderplank, R. & Strube, M. (2012). What about me? Individual self-assessment by skill and level of language instruction. System, 40(1), 144-160.
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  • Brantmeier, C., Havard, M. & Domingo, I. (forthcoming, 2012). Technology and the scholar teacher. The Reading Matrix.12(2).
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  • Brantmeier, C., Callender, A. & McDaniel, M. (2011) The effects of embedded and elaborative interrogation questions on reading comprehension with advanced second language learners. Reading in a Foreign Language. 23(2). 187-207.
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  • Brantmeier, C., Xiucheng, Y. & Bishop, T. (2011). Readings on L2 reading: Publications in 4 other venues during 2010-2011. Reading in a Foreign Language. 23(2), 238-247.
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  • Brantmeier, C., Davis, S. & Havard, M. (2011). Reading in Other Languages: A Bibliography for the Scholar-Teacher. Reading in a Foreign Language, 23(1), 139-160.
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  • Brantmeier, C., Bishop, T., and Xiucheng, Yu. (2010). Readings on L2 Reading: Publications in other venues during 2009-2010. Reading in a Foreign Language, 22(2), 362-371.
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  • Brantmeier, C. (2009). More than words: inferential and incorrect units recalled. In R. M. Jimenez Catalan (Ed.). Gender perspectives on vocabulary in second and foreign languages (pp. 23-43). New York, NY: Palgrave Macmillan Publishing.
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  • Brantmeier, C. & Dragiyski, B. (2009). Toward a Dependable Measure of Metacognitive Reading Strategies with Advanced L2 Learners . In C. Brantmeier (Ed.). Crossing Languages and Research Methods: Analyses of Adult Foreign Language Reading (pp. 47-72). Book series entitled Research in Second Language Learning. Greenwich, CT: Information Age Publishing.
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  • Bishop, T., Brantmeier, C. & V. White (Eds.) (2009). Readings on L2 reading: Publications in other venues during 2008-2009. Reading in a Foreign Language, 21(2), 233-239.
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  • Brantmeier, C. & Vanderplank, R. (2008). Descriptive and criterion-referenced self-assessment with L2 readers. System, 36, 456-477.
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  • Brantmeier, C. & Bishop, T. (Eds.) (2008). Readings on L2 reading: Publications in other venues during 2007-2008. Reading in a Foreign Language, 20(1), 278-286.
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  • Brantmeier, C. (2008). Meeting the demands: The circularity of remodeling collegiate foreign language programs. In H. Byrnes (Ed.), Perspectives, The Modern Language Journal, 92(2), 306-309.
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  • Brantmeier,C. and Day,R. (2007). Individual learner differences and extensive reading. In J. Mukundan, S.Menon and A.A. Hussin (Eds.), ELT Matters 3: Developments in English Language Learning and Teaching (pp. 94-105). Serdang: Universiti Putra Malaysia Press.
  • Brantmeier, C. (Ed.) (2007). Readings on L2 reading: Publications in other venues during 2006-2007. Reading in a Foreign Language, 19(1), 137-145.
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  • Brantmeier, C., Schueller, J., Wilde, J., & Kinginger, C. (2007). Gender equity in foreign and second language learning. In S. Klein (Ed.), Handbook for Achieving Gender Equity through Education (pp. 305-334). New Jersey: Lawrence Erlbaum.
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  • Brantmeier, C. (2006). Toward a multicomponent model of interest and second language reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18(2), 89-115.
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  • Brantmeier, C. (2006). Advanced L2 learners and reading placement: Self-assessment, computer-based testing, and subsequent performance. System, 34(1), 15-35.
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  • Brantmeier, C. (2006). Readers’ gender and test method effect in second language reading. Forum on Public Policy: A Journal of the Oxford Round Table, University of Oxford, UK, 1-36.
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  • Brantmeier, C. (2006). The Effects of Language of Assessment and L2 Reading Performance on Advanced Reader’s Recall. The Reading Matrix: An International Online Journal, 6(1), 1-17.
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  • Brantmeier, C. (Ed.) (2006). Readings on L2 reading: Publications in other venues during 2005-2006. Reading in a Foreign Language, 18(2), 131-135.
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  • Brantmeier, C., Flores, L. & Romero, G. (2006). Theory Driven Technologies: Frameworks for Individual Language Learners. The Reading Matrix: An International Online Journal, 6(3), 299-309.
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  • Brantmeier, C. (2005). Nonlinguistic variables in Advanced L2 reading: Learner’s self-assessment and enjoyment. Foreign Language Annals, 38(4), 493-503.
  • Brantmeier, C. (2005). Effects of reader’s knowledge, text type, and test type on L1 and L2 reading comprehension. The Modern Language Journal, 89(1), 37-53.
  • Brantmeier, C. (2005). Anxiety about L2 Reading or L2 Reading Tasks? A Study with Advanced Language Learners. The Reading Matrix: An International Online Journal, 5(2), 67-85.
  • Brantmeier, C. (Ed.) (2005). Readings on L2 reading: Publications in other venues during 2004-2005. Reading in a Foreign Language, 17(2), 159-167.
  • Brantmeier, C. (2004). Statistical procedures for research on L2 reading comprehension: An examination of regression models and ANOVA. Reading in a Foreign Language, Special Issue on Methods and Applications in Reading Research, 16(2), 51-69.
  • Brantmeier, C. (2004). Technology and the individual: Students in control of advanced second language acquisition. In Y. Saito-Abott, R. Donovan, & T. Abbot (Eds.), Emerging Technologies in Teaching Languages and Culture (pp. 279-298). San Diego, CA: LARC Press.
  • Brantmeier, C. (2004). Building a comprehensive theory of adult foreign language reading: A variety of variables and research methods. In C. Brantmeier (Ed.), Adult Foreign Language Reading: Theory, Research, and Implications. The Southern Journal of Linguistics (pp.1 – 6). Charlotte, NC: The University of North Carolina at Charlotte Press.
  • Brantmeier, C. (2004). Gender, violence-oriented passage content, and reading in a second language. The Reading Matrix: An International Online Journal, 4(2), 1-19.
  • Brantmeier, C. (2003). 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.
  • Brantmeier, C. (2003). The role of gender and strategy use in processing authentic written input at the intermediate level. Hispania, 86(4), 844-856.
  • Brantmeier, C. (2003). Technology and second language reading at the university level: Informed instructors’ perceptions. The Reading Matrix: An International Online Journal, Special Issue on Reading and Technology, 3(3), 50-74.
  • Brantmeier, C. (2003). Beyond linguistic knowledge: Individual differences in second language reading. Foreign Language Annals, 36(1), 33-44.
  • Brantmeier, C. (2003). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, (15)1, 1-24.
  • Brantmeier, C. (2002). The effects of passage content on second language reading comprehension by gender across instruction levels. In J. Hammadou Sullivan (Ed.), Research in Second Language Learning: Literacy and the Second Language Learner. (pp. 149-176). Greenwich, CT: Information Age Publishing.
  • Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities and generalizability. The Reading Matrix: An International Online Journal, 2(3), 1-14.
  • Brantmeier, C. (2001). Second language reading research on passage content and gender: Challenges for the intermediate level curriculum. Foreign Language Annals, 34(4), 325‑333.
  • Brantmeier, C. (1998). Issues of power and constraint: The creation of an English language center in Nicaragua. Bilingual Research Journal, 21(1), 50-65.