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ERIC Number: EJ1137787
Record Type: Journal
Publication Date: 2017
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1559-663X
Timed Partner Reading and Text Discussion
Giovacchini, Michael
English Teaching Forum, v55 n1 p36-39 2017
This engaging partner-reading activity provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic. Most applicable when the class is using introductory texts that include overarching content themes, this technique allows students to connect prior learning to new information, priming them for more in-depth study in subsequent lessons within a previously learned foundational context. This activity helps students build foundational knowledge before engaging in more in-depth study of content. It can also be used to target literacy skill development while covering miscellaneous topics that don't require more than one or two class periods or don't fit seamlessly within your curriculum. Overall, this process aids the development of literacy skills and provides time for unstructured and purposeful conversation in a second language. The primary objective of the activity is literacy skill development, and the follow-up in a less time-pressured environment lets students practice meaningful use of language while learning important content. With repeated practice, your students should demonstrate improvement in reading comprehension, pace, and text-based discussion skills.
US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A