Repeated reading, a procedure involving repetition of the same text, has received copious attention from first language reading research providing highly converging evidence of its potency for reading fluency, accuracy, and comprehension. In contrast, second language research on repeated reading has been scarce. The very few studies extant have, nevertheless, shown similar, albeit inconclusive, findings. The present study was an attempt to foray into a hitherto uncharted area in both first and second language research, by investigating vocabulary gains from implementing a set of repeated-reading-based pedagogical and learning procedures. Using one heritage speaker of Chinese as its subject, the study administered 20 sessions of assisted repeated reading over three weeks. Results indicated both intentional and incidental vocabulary gains that would not otherwise have been possible through conventional reading or vocabulary instruction.
description.provenance:
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Previous issue date: 2010-10
endingpage:
262
identifier.doi:
10125/66838
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66838
number:
2
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Reading Instruction
site_url:
/rfl/item/221
startingpage:
242
subject:
repeated reading second language vocabulary acquisition Chinese heritage speaker
title:
Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese
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