반복읽기를 활용한 영어읽기 유창성 훈련의 효과
The Effects of Repeated Reading on Fluency and Reading Comprehension
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초록
Reading fluency is an essential component of successful reading and previous research has shown that reading fluency improves reading comprehension as well as fluency itself. Yet, little attention has been paid to this, especially in second and foreign language education. To address this issue, the present study examines the effects of repeated reading for fluency training on college students. Two groups of college students (N=81) participated in the study and carried out two different tasks (i.e., repeated reading aloud and grammar translation work) for eight weeks, respectively. Their fluency and reading comprehension were measured two times using pre- and post-tests. The analysis of the data revealed that overall the students in the repeated reading group (the experimental group) outperformed those in the control group in all post-tests of fluency and reading comprehension. When it came to examining the practice effects between the groups, only the students in the repeated reading group showed statistically significant difference in their fluency abilities. The study concludes with educational implications for fluency training in ESL/EFL education.
Abstract
Reading fluency is an essential component of successful reading and previous research has shown that reading fluency improves reading comprehension as well as fluency itself. Yet, little attention has been paid to this, especially in second and foreign language education. To address this issue, the present study examines the effects of repeated reading for fluency training on college students. Two groups of college students (N=81) participated in the study and carried out two different tasks (i.e., repeated reading aloud and grammar translation work) for eight weeks, respectively. Their fluency and reading comprehension were measured two times using pre- and post-tests. The analysis of the data revealed that overall the students in the repeated reading group (the experimental group) outperformed those in the control group in all post-tests of fluency and reading comprehension. When it came to examining the practice effects between the groups, only the students in the repeated reading group showed statistically significant difference in their fluency abilities. The study concludes with educational implications for fluency training in ESL/EFL education.
참고문헌 (33)
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