Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66670

Assisted repeated reading with an advanced-level Japanese EFL reader: A longitudinal diary study

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Title:Assisted repeated reading with an advanced-level Japanese EFL reader: A longitudinal diary study
Authors:Taguchi, Etsuo
Gorsuch, Greta J.
Takayasu-Maass, Miyoko
Snipp, Kirsten
Keywords:repeated reading
reading fluency
diary study
longitudinal reading development
reading comprehension
Date Issued:Apr 2012
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:Reading fluency has attracted the attention of reading researchers and educators since the early 1970s and has become a priority issue in English as a first language (L1) settings. It has also become a critical issue in English as a second or foreign language (L2) settings because the lack of fluency is considered a major obstacle to developing independent readers with good comprehension skills. Repeated Reading (RR) was originally devised by Samuels (1979) in order to translate Automaticity Theory (LaBerge & Samuels, 1974) into a pedagogical approach for developing English L1 readers’ fluency. Extensive research has been conducted to show the positive effects of RR in English L1 settings. A growing number of L2 reading researchers have demonstrated that RR may be a promising approach for building fluency and comprehension in L2 settings. However, while L1 research has demonstrated a robust correlation between improved reading fluency and enhanced comprehension, L2 fluency research has not yet shown such a strong correlation. In addition, most studies on reading fluency in L2 settings have used quantitative approaches and only a few of them have explored the “inside of L2 readers' brain,” that is, what is actually happening while they engage in RR. The present study attempts to reveal the inner process of L2 reading fluency development through RR for an advanced-level L2 reader who is articulate in describing her metacognitive processes. Using a diary study approach comprising more than 70 RR sessions over the course of 14 weeks, the current study investigated an L2 reader with good comprehension skills engaging in RR. This study was designed to investigate specifically how her reading fluency developed and how her comprehension changed during the course of the treatment. Based on the study findings, some issues are discussed for better RR program implementation.
URI:http://hdl.handle.net/10125/66670
ISSN:1539-0578
DOI:10125/66670
Volume:24
Issue/Number:1
Appears in Collections: Volume 24, No. 1


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