Abstract

Most would agree that reading fluency is a concern of every L2 teacher. Repeated reading (RR) positively affects fluency development, supported by much research with L1 children. However, relatively little focus has been given to L2 RR. Most research on RR in L2 settings has focused on audio-assisted RR, used insufficient data collection methods prone to human error, and taken place in an EFL setting. In our experiment, we used eye–tracking as a direct mode of measurement of the effects that RR has on early and late reading measures. In this study, 30 intermediate-level English language learners studying in an intensive English program in the United States participated. Participants silently read three carefully leveled narrative texts, three times each. As they read each passage, an eye–tracking machine gathered data on their eye movements. With immediate repeated exposure to the texts, students improved their reading fluency in both early and late measures of reading.

Degree

MA

College and Department

Humanities

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2019-03-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd11082

Keywords

reading fluency, English as a second language, eye–tracking, repeated reading

Language

English

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