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Comparison between Timed Repeated Partner and Individual Reading on the Development of Young Learners' Reading Fluency and their Reading Perspectives 원문보기

  • 저자

    Lee, Min Jung

  • 학위수여기관

    Hankuk University of Foreign Studies. Graduate School of TESOL

  • 학위구분

    국내석사

  • 학과

    교수학습지도학과

  • 지도교수

    Jennifer. M. Yi

  • 발행년도

    2014

  • 총페이지

    145 p

  • 키워드

    Reading fluency Timed repeated partner reading Young learners Reading perspectives Reading speed Reading accuracy Reading comprehension;

  • 언어

    eng

  • 원문 URL

    http://www.riss.kr/link?id=T13538937&outLink=K  

  • 초록

    Comparison between Timed Repeated Partner and Individual Reading on the Development of Young Learners' Reading Fluency and their Reading Perspectives As many people are required to deal with the large quantities of reading materials in recent years, an interest in reading fluency development has increased. Fluent readers can recognize words quickly and accurately as well as comprehend a large amount of reading materials. Repeated reading is one method of fluency-building in which the same passage is read repeatedly several times (Kuhn & Stahl, 2003). Many studies on repeated reading have taken a variety of forms by including a timed reading or a partner reading with adult learners (Macalister, 2008; Huemer, 2009; Yurick et al., 2006). However, very few studies conducted and compared the effects of timed repeated partner and individual reading on young EFL learners who are at the initial stage of developing their reading skills (Goldsmith-Conley & Barbour, 2011). Therefore, this current study aimed to compare the effects of timed repeated partner and individual reading on the development of young learners' reading fluency and their perspectives on the reading activity. The present study was conducted on 40 sixth graders in a public Korean elementary school. The participants were randomly divided into two different reading groups: timed repeated partner reading and timed repeated individual reading. Each group had a reading program twice a week over a five week period. First, all participants had a pre-test using timed repeated reading to examine their initial level of reading speed, comprehension and accuracy. During the experiments, the participants in the partner reading group read aloud a passage repeatedly with their partner. While one reader read a passage aloud, his or her partner read silently together, timed the reader's reading time, recorded the results in the forms and offered short feedback. Then the partners switched roles and this process was repeated twice. On the other hand, the participants in the individual reading group went through the same procedure of the timed repeated reading but read the passage twice without a partner. Next, participants in both groups had a reading comprehension check-up test. Finally, after the experiments were finished, every participant took a post-test using timed repeated reading. In order to investigate the students' reading perspectives, they were asked to write reading journals after every reading activity. Moreover, semi-structured interviews were used to ask the participants' reading perception at the end of the week. The results indicated that timed repeated reading was effective in developing overall reading fluency: reading speed, comprehension and accuracy. Particularly, the timed repeated reading with a partner had a more positive effect on reading speed and accuracy than reading without a partner. In terms of reading comprehension, even though both groups showed an improvement on their reading comprehension scores, it could not be determined which of reading method had an effect on increasing reading comprehension. The participants in the partner reading group insisted that their partners encouraged them to concentrate on reading aloud. In addition, they provided useful feedback in regard to each other's reading performance. As for students' reading perception, the participants in both groups perceived that their reading fluency had increased more than the first reading. Especially, the participants in the partner reading group insisted that they could focus on reading aloud since there was a listener to facilitate their reading performance. Finally, they reported that they had developed reading fluency spontaneously and also felt pleasure in reading. The findings in the current study conclude with some implications and suggest that timed repeated partner reading is essential as a contributing role in development of the reading fluency and positive reading perception for young learners. This may ultimately stimulate English educators concerning the awareness of reading fluency and the use of various reading fluency activities in the classroom setting.


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