Reading as a social interactive process: The impact of shadow-reading in L2 classrooms

Unlike research in reading which focuses on data from individuals reading independently, this study identified second language (L2) college students' reading processes that occurred within dyadic peer interactions during shadow-reading, a collaborative procedure based on repetition and summariz...

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Bibliographic Details
Published in:Reading in a foreign language 2013-10, Vol.25 (2), p.170
Main Authors: Commander, Millie, Maria C M de Guerrero
Format: Article
Language:English
Subjects:
Classroom communication
Classroom management
Classrooms
Collaboration
Collaborative learning
College Students
Comprehension
Cooperative Learning
Dyadic interaction
English (Second Language)
Independent Reading
Inferences
Learning Activities
Literacy
Mixed Methods Research
Oral Language
Oral Reading
Peer Relationship
Problem Solving
Protocol Analysis
Puerto Rico
Qualitative Research
Quantitative analysis
Reading Comprehension
Reading Processes
Reading Research
Reading Strategies
Repetition
Retention (Psychology)
Second Language Instruction
Second Language Learning
Shadowing
Social psychology
Sociocultural Patterns
Spanish Speaking
Statistical Analysis
Story Telling
Teaching Methods
Word Recognition
Written Language
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Summary:Unlike research in reading which focuses on data from individuals reading independently, this study identified second language (L2) college students' reading processes that occurred within dyadic peer interactions during shadow-reading, a collaborative procedure based on repetition and summarizing. Also, written retellings (immediate and delayed) were collected to assess the impact of shadow-reading on comprehension and retention. The qualitative analysis of the data was based on the collaborative talk that occurred as partners either attempted to resolve language-related problems in the text or discussed idea-related situations. This analysis revealed comprehension-enabling and comprehension-building processes. The quantitative analysis was based on a numerical assessment of the retellings of the shadow-reading participants and of another group, who read the text individually, without shadow-reading. The shadow-reading group performed significantly better in both conditions, immediate (p < .037) and delayed (p < .004). The pedagogical implications of the use of shadowing in L2 classrooms are discussed.
ISSN:1539-0578
1539-0578