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ERIC Number: EJ846311
Record Type: Journal
Publication Date: 2005-May
Pages: 5
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-1094-3501
Vocabulary Support for Independent Online Reading
LeLoup, Jean W.; Ponterio, Robert
Language Learning & Technology, v9 n2 p3-7 May 2005
Frequent reading practice is one of the best ways to develop vocabulary and improve reading comprehension. "Extensive reading" (reading large amounts of text without worrying too much about details or looking up all vocabulary) and "intensive reading" (closely examining meaning and structures to be sure you figure out all the details) are both highly productive vocabulary builders in their own way (Munby, 1979). The accessibility of a huge variety of authentic reading material online is a boon to all who wish to use and practice their language skills in the real world. Independent online reading is also an excellent way to encourage the motivated learner to become engaged in real interpretive communication by reading authentic texts for interesting content rather than solely for language practice. This practice also builds on the "Connections" and "Communities" standards by (a) connecting to other subject areas of particular interest to the individual learner and (b) starting them down the path of lifelong learning and showing them how they can continue to use the language long for their own purposes long after they have left school. In this article, the authors look at a couple of sites that can help students read on their own. These are (1) Ultralingua.net; and (2) WordChamp. The authors recommend that when introducing students to online vocabulary helpers such as these the teacher also provide links to suggested reading materials targeted for those particular students as well as recommendations for how to approach the reading process.
University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A