Assisted Repeated Reading with an Advanced-Level Japanese EFL Reader: A Longitudinal Diary Study

Autor/inn/en	Taguchi, Etsuo; Gorsuch, Greta; Takayasu-Maass, Miyoko; Snipp, Kirsten
Titel	Assisted Repeated Reading with an Advanced-Level Japanese EFL Reader: A Longitudinal Diary Study
Quelle	In: Reading in a Foreign Language, 24 (2012) 1, S.30-55 (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Reading Comprehension; Reading Fluency; Program Implementation; Metacognition; Researchers; Reading Instruction; English (Second Language); Second Language Learning; Longitudinal Studies; Diaries; Advanced Students; Second Language Instruction; Linguistic Theory; Teaching Methods; Correlation; Japanese; Native Language; Adults; Females; Foreign Countries + Suchen Sie Ihr Suchwort? Leseverstehen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Researcher; Forscher; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Diary; Tagebuch; Fortgeschrittener; Fremdsprachenunterricht; Linguistische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Japaner; Japanisch; Weibliches Geschlecht; Ausland
Abstract	Reading fluency has attracted the attention of reading researchers and educators since the early 1970s and has become a priority issue in English as a first language (L1) settings. It has also become a critical issue in English as a second or foreign language (L2) settings because the lack of fluency is considered a major obstacle to developing independent readers with good comprehension skills. Repeated Reading (RR) was originally devised by Samuels (1979) in order to translate Automaticity Theory (LaBerge & Samuels, 1974) into a pedagogical approach for developing English L1 readers' fluency. Extensive research has been conducted to show the positive effects of RR in English L1 settings. A growing number of L2 reading researchers have demonstrated that RR may be a promising approach for building fluency and comprehension in L2 settings. However, while L1 research has demonstrated a robust correlation between improved reading fluency and enhanced comprehension, L2 fluency research has not yet shown such a strong correlation. In addition, most studies on reading fluency in L2 settings have used quantitative approaches and only a few of them have explored the "inside of L2 readers' brain," that is, what is actually happening while they engage in RR. The present study attempts to reveal the inner process of L2 reading fluency development through RR for an advanced-level L2 reader who is articulate in describing her metacognitive processes. Using a diary study approach comprising more than 70 RR sessions over the course of 14 weeks, the current study investigated an L2 reader with good comprehension skills engaging in RR. This study was designed to investigate specifically how her reading fluency developed and how her comprehension changed during the course of the treatment. Based on the study findings, some issues are discussed for better RR program implementation. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10