Scaffolding extensive reading in the beginning adult education ESL classroom

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dc.contributor.advisorPulido, Diana C.en
dc.contributor.committeeMemberHorwitz, Elaine K.en
dc.creatorMeredith, Nancy Gronaen
dc.date.accessioned2011-07-13T16:28:51Zen
dc.date.accessioned2017-05-11T22:22:42Z
dc.date.available2011-07-13T16:28:51Zen
dc.date.available2017-05-11T22:22:42Z
dc.date.issued2011-05en
dc.date.submittedMay 2011en
dc.date.updated2011-07-13T16:28:56Zen
dc.descriptiontexten
dc.description.abstractResearch has showed repeatedly the value of extensive reading in the L2 classroom for improved reading comprehension (Elley & Mangubhai, 1981; Mason & Krashen, 1997; Renandya, Rajan, & Jacobs, 1999). However, additional support beyond traditional extensive reading practices may be needed for very low proficiency learners. This report reviews research on implementing an extensive reading program for beginning level adult-education English language learners. It presents arguments for supporting extensive reading through shared reading, including read-alouds, use of children’s literature, and strategy modeling techniques. It also discusses the benefits of student-generated texts for boosting vocabulary and comprehension skills. The report concludes with pedagogical implications for including a strong reading component in the adult education ESL curriculum and suggestions for evaluating the strength and utility of such a program.en
dc.description.departmentForeign Language Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.slug2152/ETD-UT-2011-05-3055en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-05-3055en
dc.language.isoengen
dc.subjectESL curriculumen
dc.subjectSecond language learningen
dc.subjectSecond language acquisitionen
dc.subjectExtensive readingen
dc.subjectShared readingen
dc.subjectAdult educationen
dc.subjectEnglish language learnersen
dc.subjectStudy and teachingen
dc.titleScaffolding extensive reading in the beginning adult education ESL classroomen
dc.type.genrethesisen

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