Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development
By Etsuo Taguchi, Miyoko Takayasu-Maass, Greta J. Gorsuch. Reading in a Foreign Language, 2004
229 citations recorded by the source corpus.
Extensive research on reading in a first language has shown the critical role fluency plays in successful reading. Fluency alone, however, does not guarantee successful reading. Cognitive and metacognitive reading strategies and schemata that readers utilize also play important roles in constructing meaning from text. Most research, however, indicates that good reading ability is virtually impossible in the absence of fast and accurate word recognition skills and reading fluency. Therefore, efficient ways of improving fluency must be developed. In answer to this need, extensive reading programs have been implemented as an effective approach in EFL settings. Another method, repeated reading, seems equally promising. The main objective of the current study is to focus on whether and how assisted repeated reading with an auditory reading model enhances EFL readers' fluency. Some comparisons of Japanese university students' performances in repeated reading and extensive reading programs are also made in an attempt to see gains in reading fluency and comprehension, and to explore some characteristics which are unique to assisted repeated reading. Quantitative and qualitative analyses of participants' reading behaviors suggest that assisted repeated reading is equally as effective as extensive reading in increasing EFL readers' silent reading rate, and favorably affects learners' perceptions of reading activities. Furthermore, the results indicate the specific role the repetition and listening components of assisted repeated reading play to facilitate reading comprehension. Assisted repeated reading can potentially develop weak ESL/EFL readers' fluency and help them become independent readers by providing a distinct form of scaffolding.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/a7cd7b1eb4039a6dcfbeb7a16773963f4292020f
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In Developmental and Educational Psychology
In Language and Linguistics
- Greta J. Gorsuch
- Etsuo Taguchi
- Yurika Iwahori
- J. Yamashita
- Paul R. Underwood
- Naoko Taguchi
- R. Koizumi
- Yo In’nami
Citations in the corpus
- Effects of extensive reading on reading attitudes in a foreign language (2013, background): “…question as the current study, since they were primarily interested in students’ attitudes to pedagogical activities: various ER approaches (Hayashi, 1999; Lao & Krashen, 2000; Poulshock, 2010; Robb & Susser, 1989; Taguchi et al., 2004) and quizzes under the ER approach (Stoeckel et al., 2012).”
- Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports (2010, background): “Some empirical support has been found for AT and VET in RR studies conducted in FL and L2 settings as well (e.g. Blum et al., 1995; Taguchi, 1997; Dlugosz, 2000; Taguchi & Gorsuch, 2002; Taguchi et al, 2004).”
- Developing reading fluency: A study of extensive reading in EFL (2008, background): “Taguchi et al. (2004) conducted a study on university students for 17 weeks in Japan.”