Responses to critics

38. Krashen, S. 1977. Some issues relating to the Monitor Model. In H. D. Brown, C. Yorio, and R. Crymes (Eds.) Teaching and Learning English as a Second Language: Trends in Research and Practice. Washington, DC: TESOL. pp. 144-158.

45. Krashen, S. 1978. Is the “natural order” an artifact of the Bilingual Syntax Measure? Language Learning 28: 187-191.

56. Krashen, S. 1979. Response to McLaughlin, “The Monitor Model: Some methodological considerations.” Language Learning 29: 151-167.

66. Krashen, S. 1981. Letter to the editor. Language Learning 31: 217-221.

88. Krashen, S. 1984. Response to Ioup. TESOL Quarterly 18: 350-352.

89. Krashen, S. 1984. Response to Faltis. TESOL Quarterly 18: 357-359.

93. Krashen, S. 1985. The Input Hypothesis. Beverly Hills, CA: Laredo Publishing Co,

101. Krashen, S. 1987. Letter to the editor. TESOL Newsletter 21, 3:21.

109. Polak, J. and Krashen, S. 1989. Response to Duff. TESOL Quarterly 23: 164-167.

122. Krashen, S. 1991. How much comprehensible input did Heinrich Schliemann get? System 19/3: 189-190.

135. Krashen, S. 1993. The effect of formal grammar study: Still peripheral. TESOL Quarterly 27: 722-725.

138. Krashen, S. 1994. Self-correction and the Monitor: Percent of errors corrected of those attempted versus percent corrected of all errors made. System 22: 59-62.

203. Krashen, S. 1997. Steve to Jill: You’re Unprofessional (Response to Jill Stewart). CABE Newsletter 21,2: 9,17.

211. Krashen, S. 1997. A response to Green. ETAI Forum (English Teachers’ Association of Israel) 9 (1): 11-12.

229. Krashen, S. 1998. Comprehensible output? System 26: 175-182.

232. Krashen, S. 1998. Response to Chavez (letter to the editor). Commentary  106(3):12

246. Krashen, S. 1999. Condemned Without a Trial: Bogus Arguments Against Bilingual Education. Portsmouth, NH: Heinemann Publishing Co.

247. Krashen, S. 1999. Three Arguments Against Whole Language and Why They are Wrong. Portsmouth, NH: Heinemann Publishing Co.

252. Krashen, S. 1999. What the research really says about structured English immersion: A response to Keith Baker. Phi Delta Kappan 80 (9): 705-706.

302. Krashen, S. 2002. The lexile framework: The controversy continues. CSLA Journal (California School Library Association) 25(2): 29-31.

310. Krashen, S. 2002. Is all-English best? A response to Bengston. TESOL Matters 12.3: 5

325. Krashen, S. 2003. Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann.

331. Krashen, S. 2003. Comments on Rogers, “Computerized reading management softwore: An effective component of a successful reading program.”  Journal of Children’s Literature 29 (2): 31-36.

358. Krashen, S. 2005 Is In-School Free Reading Good for Children? Why the National Reading Panel Report is (Still) Wrong Phi Delta Kappan 86(6): 444-447.

364. Krashen, S. 2005. Second language “Standards for Success”: Out of touch with  language acquisition research. International Journal of Foreign Language Teaching 1(2): 12-16.

402. Krashen, S. 2008. Letter to the editor: The Din in the Head hypothesis: A response to de Bot (2008). Modern Language Journal 92 (3): 349.

428. Mason, B. and Krashen, S. 2010. The reality, robustness, and possible superiority of incidental vocabulary acquisition. TESOL Quarterly 44 (4): 790-792.

434. Krashen, S. 2011. A note on error correction: The effect of removing one outlier in Ryoo (2007). International Journal of Foreign Language Teaching 6(1): 5-6.

435. Krashen, S. 2011. Incidental acquisition of spelling competence: A re-analysis of Pérez Canado (2006). International Journal of Foreign Language Teaching 6(1): 15-24.

437. Krashen, S. 2011. Nonengagement in sustained silent reading: How extensive is it?

What can it teach us? Colorado Reading Council Journal 22: 5-10.

450. Krashen, S. 2012. The Limited Effect of Explicit Instruction on Phrasal Verbs: A Comment on Magnussen and Graham (2011). Applied Language Learning 22, numbers 1 & 2: 81-83

451. Krashen, S. 2012. Direct Instruction of Academic Vocabulary: What About Real Reading? Reading Research Quarterly, 47(3): 233.

457. Krashen, S. 2013. Reading and Vocabulary Acquisition: Supporting Evidence and Some Objections. Iranian Journal of Language Teaching Research, 1 (1): 27-43, 2013.

475. Krashen, S., Mason, B. and Smith, K. 2014, Can we increase the power of reading by adding communicative output activities? A comment on Song and Sardegna (2014). RELC Journal 45(2): 211-212.

492. Krashen, S. 2016. Response to Sugiharto, "Comprehensible input as social alignment." Turkish Online Journal of English Language Teaching (TOJELT), 1(2), 105. www.tojelt.com