A Study on Children’s Response in Repeated Reading of Picture Books Using Multicultural Picture Books

2021 ◽  
Vol 22 (3) ◽  
pp. 51-85
Author(s):  
Nak-Heung Kim ◽  
Seo-Young Hong
Keyword(s):  
Picture Books ◽  
Repeated Reading

scholarly journals A comparison of visual and audio scaffolds in L2 English reading

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Meredith Stephens ◽  
Meagan Renee Kaiser
Keyword(s):  
Second Language ◽  
Picture Books ◽  
Repeated Reading ◽  
Reading Aloud ◽  
English Classes ◽  
English Reading ◽  
Japanese Learners ◽  
Embodied Presence

This is a study of Japanese learners’ perspectives on visual and audio scaffolds in the teaching of second language English reading. We compare the approaches of ER, according to Day & Bamford’s (1998) ten principles (outlined below) in class, and Assisted Repeated Reading (ARR) of a work of fiction to a class. ARR refers to the reading aloud of a text multiple times to students as they follow along silently (see Taguchi & Gorsuch, 2002). Two classes of students in required English classes undertook both ER and ARR. Both the ER and ARR enhanced the students’ comprehension of the texts; in the case of ER, most students chose picture books, which aided their comprehension. In the case of ARR, the embodied presence of the reader, and the modeling of prosody facilitated comprehension.

Repeated Reading and Reading Fluency in Learning Disabled Children

1985 ◽  
Vol 20 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Carol A. Rashotte ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Fluency ◽  
Repeated Reading ◽  
Learning Disabled ◽  
Disabled Children
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