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Reading as a social interactive process: The impact of shadow-reading in L2 classrooms
|Title:||Reading as a social interactive process: The impact of shadow-reading in L2 classrooms|
de Guerrero, Maria
show 1 moreinteraction
|Date Issued:||Oct 2013|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
Center for Language & Technology
|Abstract:||Unlike research in reading which focuses on data from individuals reading independently, this study identified second language (L2) college students’ reading processes that occurred within dyadic peer interactions during shadow-reading, a collaborative procedure based on repetition and summarizing. Also, written retellings (immediate and delayed) were collected to assess the impact of shadow-reading on comprehension and retention. The qualitative analysis of the data was based on the collaborative talk that occurred as partners either attempted to resolve language-related problems in the text or discussed idea-related situations. This analysis revealed comprehension-enabling and comprehension-building processes. The quantitative analysis was based on a numerical assessment of the retellings of the shadow-reading participants and of another group, who read the text individually, without shadow-reading. The shadow-reading group performed significantly better in both conditions, immediate (p < .037) and delayed (p < .004). The pedagogical implications of the use of shadowing in L2 classrooms are discussed.|
|Appears in Collections:||
Volume 25, No. 2|
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