Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training
MetadataShow full item record
© 2016, Adam Mickiewicz University Press. All rights reserved.The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (topdown reading). The current exploratory and quasi-experimental study examines the effectiveness of these methods in two intact classes using preand posttest measures of students’ reading fluency and comprehension. The results show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.
Showing items related by title, author, creator and subject.
Forwood, Charlotte Louise (2012)One of the main elements to the crisis in science education in Australia today is the evidence that students’ attitude to science decreases as they progress through secondary school, leading to a decrease in participation ...
Giridharan, B.; Conlan, Chris (2003)L2 researchers have debated the significance of the lexicon in addition to the relevance of acquiring syntax, in the learning of an L2. (Huckin et.al, 1993; Haastrup, 1991) and other researchers in the field of SLA recognize ...
Kingham, Patricia Hope (2003)Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer ...