Bringing extensive reading and reading strategies into the Taiwanese junior college classroom

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dc.contributor.authorShih, Ying-Chun
dc.contributor.authorChern, Chiou-lan
dc.contributor.authorReynolds, Barry Lee
dc.date.accessioned2020-05-22T02:27:50Z
dc.date.available2020-05-22T02:27:50Z
dc.date.issued2018-04
dc.description.abstractAn intact 10th grade English as a Foreign Language vocational business junior college reading intervention class (n = 52) received 16 weeks of integrated reading strategy instruction with extensive reading while an intact traditional class (n = 48) received traditional intensive reading instruction with extensive reading. The intervention class showed reading proficiency improvements and increased use of reading strategies, especially strategies activating background knowledge. Furthermore, reading proficiency could be differentiated by learners’ use/disuse of context to aid reading comprehension. Outcomes shed light on English reading instruction in Taiwan and offer language teachers an alternative to the traditional approach. Guidelines helpful in designing quality instructional procedures to improve vocational school students’ reading proficiency and pedagogical implications for reading strategy instruction in the global language classroom are discussed.
dc.identifier.doi10125/66742
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66742
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectextensive reading
dc.subjectreading proficiency
dc.subjectreading strategies
dc.subjectadolescent literacy
dc.subjectinstructional intervention
dc.titleBringing extensive reading and reading strategies into the Taiwanese junior college classroom
dc.typeArticle
dc.type.dcmiText
local.rfl.topicExtensive Reading
prism.endingpage151
prism.number1
prism.startingpage130
prism.volume30

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