Taguchi, Etsuo Gorsuch, Greta J. Lems, Kristin Rosszell, Rory
date.accessioned:
2020-05-22T02:23:21Z
date.available:
2020-05-22T02:23:21Z
date.issued:
2016-04
description.abstract:
Reading fluency research and practice have recently undergone some changes. While past studies and interventions focused on reading speed as their main goal, now more emphasis is being placed on exploring the role prosody plays in reading, and how listening to an audio model of a text while reading may act as a form of scaffolding, or aid, to reading comprehension. This article explores how two elements unique to repeated reading (RR) practices likely provide scaffolding for L2 learners’ reading comprehension: repetitions in reading a text, and having learners read along with an audio model of the text. Scaffolding is an oft-used term in L2 education, but specific examples of it are seldom given. This article addresses scaffolding and suggests future research that can impact reading fluency intervention practices.
description.provenance:
Made available in DSpace on 2020-05-22T02:23:21Z (GMT). No. of bitstreams: 1
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Previous issue date: 2016-04
endingpage:
117
identifier.doi:
10125/66892
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66892
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
Works published here are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.