Instructional Strategies' Impacts on EFL Learners Reading Fluency: A Review

Autor/inn/en	Salarvand, Leila; Guimaraes, Nathalia; Balagholi, Zahra
Titel	Instructional Strategies' Impacts on EFL Learners Reading Fluency: A Review
Quelle	In: THAITESOL Journal, 35 (2022) 1, S.77-90 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2286-8909
Schlagwörter	Reading Fluency; Reading Comprehension; Language Proficiency; Rhyme; Poetry; Accuracy; Word Recognition; Teaching Methods; Theater Arts; Reading Instruction; Intonation; Suprasegmentals; Oral Reading; Reading Difficulties; English (Second Language); Second Language Learning; Second Language Instruction; Reading Strategies; Reading Improvement; Behavior Change + Suchen Sie Ihr Suchwort? Leseverstehen; Language skill; Language skills; Sprachkompetenz; Reim; Lyrik; Poesie; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Theaterwissenschaft; Leseunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading difficulty; Leseschwierigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading strategy; Leselernstufe; Lesetechnik
Abstract	Reading fluency is a skill, which is closely linked to reading comprehension. Learners' struggle with fluency in reading can be a significant hurdle to proficiency in their overall reading comprehension and competency. This paper, based on the thematic analysis approach, presents some theoretically pedagogical strategies discovered for developing reading fluency using repeated listening, readers' theater and rhyming poetry. These three strategies generate favorable results on reading growth in fluency and comprehension; however, many readers have difficulty in moving to a level of automaticity and fluency which enables them to engage in a successful practice. Readers' abilities to efficiently comprehend texts are prominently affected by their automatic and accurate word recognition and prosody. This study can contribute towards addressing the gap in literature concerning different issues relating to oral reading fluency and would therefore give an insight for curriculum designers to consider these issues as comprehensively as possible in order to incorporate reading fluency in their programs. (ERIC).
Anmerkungen	Thailand TESOL Organization. Language Institute Building, Thammasat University, 2 Prachan Road, Pranakhorn, Bangkok, Thailand 10200. e-mail: journal.thaitesol@gmail.com; Web site: https://www.tci-thaijo.org/index.php/thaitesoljournal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01