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The Relationship Between the Ability to Read Aloud and Reading Comprehension in Beginning EFL Reading

Kim, Jung-Sook
한국영어교육학회 (Korea Association Of Teachers Of English)|2004.06|영어교육 (English Teaching)|제59권 제2호|pp. 101-122

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참고문헌

주제분류영어와문학

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Abstract

The purpose of the study was to investigate the relationship between the ability to read aloud and reading comprehension in beginning EFL reading. While many studies examined various topics related to elementary English education, researchers have paid little attention to the investigation of the reading process of elementary school EFL learners. Given the paucity of research in beginning EFL reading, the present study attempted to focus on elementary school EFL learners’ reading behavior by exploring whether relationships exist between the ability to read aloud and reading comprehension. It was hypothesized that if a beginning EFL reader is able to read aloud well, then he/she can comprehend the text successfully. The results of the correlation analysis indicated the strong and statistically significant relationship between the ability to read aloud and the ability to comprehend. Consistent with much L1 reading research evidence, the results confirmed that the ability to read aloud is highly correlated with the ability to comprehend in the case of beginning EFL readers as well. On the basis of the findings, a few pedagogical implications are discussed. Understanding EFL learners’ early reading development will not only better assist educators in meeting the needs of beginning EFL readers, but also may help us to reconsider and re-envision what we understand about learning English as a foreign language.

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