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ERIC Number: EJ1075950
Record Type: Journal
Publication Date: 2015-Sep
Pages: 27
Abstractor: As Provided
ISSN: EISSN-1533-242X
Repeated Reading for Japanese Language Learners: Effects on Reading Speed, Comprehension, and Comprehension Strategies
Gorsuch, Greta; Taguchi, Etsuo; Umehara, Hiroaki
Reading Matrix: An International Online Journal, v15 n2 p18-44 Sep 2015
A perennial challenge to second language educators and learners is getting sufficient input in settings where the L2 is not widely used, in this case beginning-level American university students learning Japanese. Reading is a significant means of getting L2 input, with recent calls for attention to reading and authentic texts as curriculum components for language learners at all levels. Nonetheless, L2 learners do not read much. This underscores a significant impediment, which is L2 learners' lack of reading fluency. Using a time-series design, this report focused on a theory-based reading fluency program called Repeated Reading in which learners read a text repeatedly both silently and with audio support (where a text is read aloud while learners follow along silently). Engaging in a moderate-intensity 23-treatment program over a full semester, 14 beginning Japanese language learners in a U.S. university increased their hiragana character and word decoding skills, and improved their comprehension. At the same time they reported using a variety of comprehension strategies, and feeling more confidence reading authentic Japanese elementary school texts. This report concludes with practical suggestions for implementing an RR program.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A