Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66865

Reading as a social interactive process: The impact of shadow-reading in L2 classrooms

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Title:Reading as a social interactive process: The impact of shadow-reading in L2 classrooms
Authors:Commander Millie
de Guerrero, Maria
Keywords:shadow-reading
L2 reading
collaborative talk
reading strategies
sociocultural theory
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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.
URI:http://hdl.handle.net/10125/66865
ISSN:1539-0578
DOI:10125/66865
Volume:25
Issue/Number:2
Appears in Collections: Volume 25, No. 2


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