A Modified Extensive Reading and Repeated Reading Intervention with Adult ESL Students

Autor/in	Malakowsky, Daniel
Titel	A Modified Extensive Reading and Repeated Reading Intervention with Adult ESL Students
Quelle	In: Reading in a Foreign Language, 35 (2023) 1, S.72-99 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Community Colleges; Adult Students; Comparative Analysis; Intervention; Reading Fluency; Reading Comprehension; Reading Rate; Accuracy; Nonfiction; Reading Materials; Reading Instruction; Teaching Methods; Reading Processes; Pronunciation; Intonation; Suprasegmentals; Student Characteristics; Reading Tests + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Community college; Community College; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Leseverstehen; Reading readiness; Reading speed; Lesegeschwindigkeit; Non-fiction; Nichtfiktionaler Text; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseprozess; Aussprache; Lesetest
Abstract	Twenty adult ESL students at a community college participated in a semester reading intervention. Participants received a modified extensive reading treatment, and some participants received an additional repeated reading direct instruction reading intervention. The author examined the impact of the reading interventions on ESL students' reading fluency and reading comprehension. Within the two reading groups, students were selected randomly and placed into either the modified extensive reading group or the repeated reading intervention and modified extensive reading group. ESL students in the modified extensive reading group read graded readers; ESL students in the repeated reading and modified extensive reading group read graded readers and 12 nonfiction "Read Naturally" passages. Results of the quasi-experimental quantitative study indicated no significant difference between the intervention and comparison groups regarding reading fluency and reading comprehension; however, within group results were statistically significant regarding student reading rate and accuracy. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01