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Reading in a Foreign Language, v28 n1 p101-117 Apr 2016

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.

Descriptors: Scaffolding (Teaching Technique), Teaching Methods, Second Language Learning, Reading Instruction, Repetition, Auditory Stimuli, Reading Comprehension, Models, Second Language Instruction, Suprasegmentals, Reading Processes

Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl[at]hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/





Autor: Taguchi, Etsuo; Gorsuch, Greta; Lems, Kristin; Rosszell, Rory

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=438&id=EJ1098663



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