Etsuo Taguchi | Daito Bunka University (original) (raw)

Papers by Etsuo Taguchi

Reading in a foreign language, 2016

Reading fluency research and practice have recently undergone some changes. While past studies an... more Reading fluency research and practice have recently undergone some changes. While past studies and interventions focused on reading speed as their main goal, now more emphasis is being placed on exploring the role prosody plays in reading, and how listening to an audio model of a text while reading may act as a form of scaffolding, or aid, to reading comprehension. This article explores how two elements unique to repeated reading (RR) practices likely provide scaffolding for L2 learners’ reading comprehension: repetitions in reading a text, and having learners read along with an audio model of the text. Scaffolding is an oft-used term in L2 education, but specific examples of it are seldom given. This article addresses scaffolding and suggests future research that can impact reading fluency intervention practices.

Reading fluency is a critical component of reading proficiency in both the L1 and L2. It lays a f... more Reading fluency is a critical component of reading proficiency in both the L1 and L2. It lays a foundation on which readers build their reading skills to become strategic and versatile in using a variety of cognitive and metacognitive strategies of reading. In this paper we propose Assisted Reading as a flexible method for developing reading fluency for L2 readers of varying levels of reading proficiency. Complementary to Extensive Reading, Assisted Reading provides L2 readers with powerful scaffolding which empowers them to increasingly read faster and comprehend better. First, we discuss why reading fluency is critical in L2 reading, then provide a brief overview of methods for developing reading fluency in L2, and finally suggest Assisted Reading as a flexible and promising approach for that purpose. Insufficient Exposure to L2 Print Input For L1 and L2 readers, it takes a great amount of time and effort to develop fluency in reading, as L2 readers often lack the sufficient readi...

In English as a foreign language (EFL) contexts, there has been a growing recognition that readin... more In English as a foreign language (EFL) contexts, there has been a growing recognition that reading provides important opportunities for second language (L2) development in second language learners (Day & Bamford, 1998). This is particularly true in EFL settings in which sources of L2 input are limited (Gebhard, 1996). However, EFL learners face a number of problems effectively utilizing reading as a venue for L2 development. One of the more salient problems is that EFL learners' reading rates may be slow, indicating that they are reading laboriously word by word (Coady, 1979). Mikulecky (1990) suggests that L2 readers are trapped in a feeling of security, in that they believe reading every word leads to better understanding of the text meaning. Unfortunately, such slow reading may discourage learners from practicing reading. It is clear that methods that help students learn to read faster and with better comprehension may encourage students to read more and more fully utilize opportunities for growth in the L2 through reading. This study focuses on one such method-repeated reading (RR)-and its use with nine first year Japanese university EFL students of beginner to intermediate English proficiency.

Language Education Technology, Jun 1, 2004

Recent reading research has consistently indicated the critical role of reading fluency for succe... more Recent reading research has consistently indicated the critical role of reading fluency for successful reading. The findings from eye-movement research and reading performances of monolingual readers of English have shown that good readers engage efficient, fast, and context-free ...

Language Education Technology, Jun 1, 2004

Recent reading research has consistently indicated the critical role of reading fluency for succe... more Recent reading research has consistently indicated the critical role of reading fluency for successful reading. The findings from eye-movement research and reading performances of monolingual readers of English have shown that good readers engage efficient, fast, and context-free ...

System, 2008

Reading in a foreign or second language is often a laborious process, often caused by underdevelo... more Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word recognition. Repeated reading (RR) was devised by Samuels . The method of repeated readings. The Reading Teacher 32, 403-408] to develop reading fluency in English L1 readers, and instantiate Automaticity Theory [LaBerge, D., Samuels, S.J., 1974. Toward a theory of automatic information processing in reading. Cognitive Psychology 6, 293-323] in practice. In RR, readers read a simplified text repeatedly to help automatize word recognition, leaving more cognitive resources for higher order comprehension processes. RR used in FL settings is a more rare practice; studies show RR increases FL learners' reading fluency but not necessarily their comprehension, possibly due to poor comprehension test instrumentation. This report describes an 11-week quasi-experimental RR study carried out with universitylevel Vietnamese learners of English using improved reading comprehension testing procedures. Results suggest that the experimental group (n = 24) gained in reading fluency, and comprehended significantly more than the control group (n = 26). The results have implications for future uses of RR in FL contexts, future reading comprehension test design, and the need for measurement of working memory during short-and long-term use of RR. The results also imply a need for further study of 0346-251X/$ -see front matter Published by Elsevier Ltd.

Extensive research on reading in a first language has shown the critical role fluency plays in su... more Extensive research on reading in a first language has shown the critical role fluency plays in successful reading. Fluency alone, however, does not guarantee successful reading. Cognitive and metacognitive reading strategies and schemata that readers utilize also play important roles in constructing meaning from text. Most research, however, indicates that good reading ability is virtually impossible in the absence of fast and accurate word recognition skills and reading fluency. Therefore, efficient ways of improving fluency must be developed. In answer to this need, extensive reading programs have been implemented as an effective approach in EFL settings. Another method, repeated reading, seems equally promising. The main objective of the current study is to focus on whether and how assisted repeated reading with an auditory reading model enhances EFL readers' fluency. Some comparisons of Japanese university students' performances in repeated reading and extensive reading programs are also made in an attempt to see gains in reading fluency and comprehension, and to explore some characteristics which are unique to assisted repeated reading. Quantitative and qualitative analyses of participants' reading behaviors suggest that assisted repeated reading is equally as effective as extensive reading in increasing EFL readers' silent reading rate, and favorably affects learners' perceptions of reading activities. Furthermore, the results indicate the specific role the repetition and listening components of assisted repeated reading play to facilitate reading comprehension. Assisted repeated reading can potentially develop weak ESL/EFL readers' fluency and help them become independent readers by providing a distinct form of scaffolding.

Extensive research on reading in a first language has shown the critical role fluency plays in su... more Extensive research on reading in a first language has shown the critical role fluency plays in successful reading. Fluency alone, however, does not guarantee successful reading. Cognitive and metacognitive reading strategies and schemata that readers utilize also play important roles in constructing meaning from text. Most research, however, indicates that good reading ability is virtually impossible in the absence of

In English as a foreign language (EFL) contexts, there has been a growing recognition that readin... more In English as a foreign language (EFL) contexts, there has been a growing recognition that reading provides important opportunities for second language (L2) development in second language learners . This is particularly true in EFL settings in which sources of L2 input are limited . However, EFL learners face a number of problems effectively utilizing reading as a venue for L2 development. One of the more salient problems is that EFL learners' reading rates may be slow, indicating that they are reading laboriously word by word . suggests that L2 readers are trapped in a feeling of security, in that they believe reading every word leads to better understanding of the text meaning. Unfortunately, such slow reading may discourage learners from practicing reading. It is clear that methods that help students learn to read faster and with better comprehension may encourage students to read more and more fully utilize opportunities for growth in the L2 through reading. This study focuses on one such method --repeated reading (RR) --and its use with nine first year Japanese university EFL students of beginner to intermediate English proficiency.

Reading fluency has been a major concern in reading research and education in English L1 settings... more Reading fluency has been a major concern in reading research and education in English L1 settings for the past three decades. Extensive research has explored various types of instructional methods to develop reading fluency in the hope of improving reading comprehension directly and indirectly as a result. Contrary to the increasingly important role reading fluency has been given in English L1 settings, it has attracted scant attention in L2 and FL settings because it is expected to grow naturally as reading skills develop. Some preliminary studies on reading fluency in L2 or FL contexts have directed the attention of researchers and educators to the issue of whether reading fluency plays a crucial role in successful reading comprehension, as opposed to fluency being a byproduct of reading skills development. This paper is an attempt to examine theoretical and pedagogical issues that address reading fluency in L2/FL settings. Based on research findings in English L1 and L2/FL settings, this paper also makes suggestions for future research and instruction.

Reading fluency has attracted the attention of reading researchers and educators since the early ... more Reading fluency has attracted the attention of reading researchers and educators since the early 1970s and has become a priority issue in English as a first language (L1) settings. It has also become a critical issue in English as a second or foreign language (L2) settings because the lack of fluency is considered a major obstacle to developing independent readers with good comprehension skills. Repeated Reading (RR) was originally devised by in order to translate Automaticity Theory (LaBerge & Samuels, 1974) into a pedagogical approach for developing English L1 readers' fluency. Extensive research has been conducted to show the positive effects of RR in English L1 settings. A growing number of L2 reading researchers have demonstrated that RR may be a promising approach for building fluency and comprehension in L2 settings. However, while L1 research has demonstrated a robust correlation between improved reading fluency and enhanced comprehension, L2 fluency research has not yet shown such a strong correlation. In addition, most studies on reading fluency in L2 settings have used quantitative approaches and only a few of them have explored the "inside of L2 readers' brain," that is, what is actually happening while they engage in RR. The present study attempts to reveal the inner process of L2 reading fluency development through RR for an advanced-level L2 reader who is articulate in describing her metacognitive processes. Using a diary study approach comprising more than 70 RR sessions over the course of 14 weeks, the current study investigated an L2 reader with good comprehension skills

Reading in a foreign language, 2016

Reading fluency research and practice have recently undergone some changes. While past studies an... more Reading fluency research and practice have recently undergone some changes. While past studies and interventions focused on reading speed as their main goal, now more emphasis is being placed on exploring the role prosody plays in reading, and how listening to an audio model of a text while reading may act as a form of scaffolding, or aid, to reading comprehension. This article explores how two elements unique to repeated reading (RR) practices likely provide scaffolding for L2 learners’ reading comprehension: repetitions in reading a text, and having learners read along with an audio model of the text. Scaffolding is an oft-used term in L2 education, but specific examples of it are seldom given. This article addresses scaffolding and suggests future research that can impact reading fluency intervention practices.

Reading fluency is a critical component of reading proficiency in both the L1 and L2. It lays a f... more Reading fluency is a critical component of reading proficiency in both the L1 and L2. It lays a foundation on which readers build their reading skills to become strategic and versatile in using a variety of cognitive and metacognitive strategies of reading. In this paper we propose Assisted Reading as a flexible method for developing reading fluency for L2 readers of varying levels of reading proficiency. Complementary to Extensive Reading, Assisted Reading provides L2 readers with powerful scaffolding which empowers them to increasingly read faster and comprehend better. First, we discuss why reading fluency is critical in L2 reading, then provide a brief overview of methods for developing reading fluency in L2, and finally suggest Assisted Reading as a flexible and promising approach for that purpose. Insufficient Exposure to L2 Print Input For L1 and L2 readers, it takes a great amount of time and effort to develop fluency in reading, as L2 readers often lack the sufficient readi...

In English as a foreign language (EFL) contexts, there has been a growing recognition that readin... more In English as a foreign language (EFL) contexts, there has been a growing recognition that reading provides important opportunities for second language (L2) development in second language learners (Day & Bamford, 1998). This is particularly true in EFL settings in which sources of L2 input are limited (Gebhard, 1996). However, EFL learners face a number of problems effectively utilizing reading as a venue for L2 development. One of the more salient problems is that EFL learners' reading rates may be slow, indicating that they are reading laboriously word by word (Coady, 1979). Mikulecky (1990) suggests that L2 readers are trapped in a feeling of security, in that they believe reading every word leads to better understanding of the text meaning. Unfortunately, such slow reading may discourage learners from practicing reading. It is clear that methods that help students learn to read faster and with better comprehension may encourage students to read more and more fully utilize opportunities for growth in the L2 through reading. This study focuses on one such method-repeated reading (RR)-and its use with nine first year Japanese university EFL students of beginner to intermediate English proficiency.

Language Education Technology, Jun 1, 2004

Recent reading research has consistently indicated the critical role of reading fluency for succe... more Recent reading research has consistently indicated the critical role of reading fluency for successful reading. The findings from eye-movement research and reading performances of monolingual readers of English have shown that good readers engage efficient, fast, and context-free ...

Language Education Technology, Jun 1, 2004

Recent reading research has consistently indicated the critical role of reading fluency for succe... more Recent reading research has consistently indicated the critical role of reading fluency for successful reading. The findings from eye-movement research and reading performances of monolingual readers of English have shown that good readers engage efficient, fast, and context-free ...

System, 2008

Reading in a foreign or second language is often a laborious process, often caused by underdevelo... more Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word recognition. Repeated reading (RR) was devised by Samuels . The method of repeated readings. The Reading Teacher 32, 403-408] to develop reading fluency in English L1 readers, and instantiate Automaticity Theory [LaBerge, D., Samuels, S.J., 1974. Toward a theory of automatic information processing in reading. Cognitive Psychology 6, 293-323] in practice. In RR, readers read a simplified text repeatedly to help automatize word recognition, leaving more cognitive resources for higher order comprehension processes. RR used in FL settings is a more rare practice; studies show RR increases FL learners' reading fluency but not necessarily their comprehension, possibly due to poor comprehension test instrumentation. This report describes an 11-week quasi-experimental RR study carried out with universitylevel Vietnamese learners of English using improved reading comprehension testing procedures. Results suggest that the experimental group (n = 24) gained in reading fluency, and comprehended significantly more than the control group (n = 26). The results have implications for future uses of RR in FL contexts, future reading comprehension test design, and the need for measurement of working memory during short-and long-term use of RR. The results also imply a need for further study of 0346-251X/$ -see front matter Published by Elsevier Ltd.

Extensive research on reading in a first language has shown the critical role fluency plays in su... more Extensive research on reading in a first language has shown the critical role fluency plays in successful reading. Fluency alone, however, does not guarantee successful reading. Cognitive and metacognitive reading strategies and schemata that readers utilize also play important roles in constructing meaning from text. Most research, however, indicates that good reading ability is virtually impossible in the absence of fast and accurate word recognition skills and reading fluency. Therefore, efficient ways of improving fluency must be developed. In answer to this need, extensive reading programs have been implemented as an effective approach in EFL settings. Another method, repeated reading, seems equally promising. The main objective of the current study is to focus on whether and how assisted repeated reading with an auditory reading model enhances EFL readers' fluency. Some comparisons of Japanese university students' performances in repeated reading and extensive reading programs are also made in an attempt to see gains in reading fluency and comprehension, and to explore some characteristics which are unique to assisted repeated reading. Quantitative and qualitative analyses of participants' reading behaviors suggest that assisted repeated reading is equally as effective as extensive reading in increasing EFL readers' silent reading rate, and favorably affects learners' perceptions of reading activities. Furthermore, the results indicate the specific role the repetition and listening components of assisted repeated reading play to facilitate reading comprehension. Assisted repeated reading can potentially develop weak ESL/EFL readers' fluency and help them become independent readers by providing a distinct form of scaffolding.

Extensive research on reading in a first language has shown the critical role fluency plays in su... more Extensive research on reading in a first language has shown the critical role fluency plays in successful reading. Fluency alone, however, does not guarantee successful reading. Cognitive and metacognitive reading strategies and schemata that readers utilize also play important roles in constructing meaning from text. Most research, however, indicates that good reading ability is virtually impossible in the absence of

In English as a foreign language (EFL) contexts, there has been a growing recognition that readin... more In English as a foreign language (EFL) contexts, there has been a growing recognition that reading provides important opportunities for second language (L2) development in second language learners . This is particularly true in EFL settings in which sources of L2 input are limited . However, EFL learners face a number of problems effectively utilizing reading as a venue for L2 development. One of the more salient problems is that EFL learners' reading rates may be slow, indicating that they are reading laboriously word by word . suggests that L2 readers are trapped in a feeling of security, in that they believe reading every word leads to better understanding of the text meaning. Unfortunately, such slow reading may discourage learners from practicing reading. It is clear that methods that help students learn to read faster and with better comprehension may encourage students to read more and more fully utilize opportunities for growth in the L2 through reading. This study focuses on one such method --repeated reading (RR) --and its use with nine first year Japanese university EFL students of beginner to intermediate English proficiency.

Reading fluency has been a major concern in reading research and education in English L1 settings... more Reading fluency has been a major concern in reading research and education in English L1 settings for the past three decades. Extensive research has explored various types of instructional methods to develop reading fluency in the hope of improving reading comprehension directly and indirectly as a result. Contrary to the increasingly important role reading fluency has been given in English L1 settings, it has attracted scant attention in L2 and FL settings because it is expected to grow naturally as reading skills develop. Some preliminary studies on reading fluency in L2 or FL contexts have directed the attention of researchers and educators to the issue of whether reading fluency plays a crucial role in successful reading comprehension, as opposed to fluency being a byproduct of reading skills development. This paper is an attempt to examine theoretical and pedagogical issues that address reading fluency in L2/FL settings. Based on research findings in English L1 and L2/FL settings, this paper also makes suggestions for future research and instruction.

Reading fluency has attracted the attention of reading researchers and educators since the early ... more Reading fluency has attracted the attention of reading researchers and educators since the early 1970s and has become a priority issue in English as a first language (L1) settings. It has also become a critical issue in English as a second or foreign language (L2) settings because the lack of fluency is considered a major obstacle to developing independent readers with good comprehension skills. Repeated Reading (RR) was originally devised by in order to translate Automaticity Theory (LaBerge & Samuels, 1974) into a pedagogical approach for developing English L1 readers' fluency. Extensive research has been conducted to show the positive effects of RR in English L1 settings. A growing number of L2 reading researchers have demonstrated that RR may be a promising approach for building fluency and comprehension in L2 settings. However, while L1 research has demonstrated a robust correlation between improved reading fluency and enhanced comprehension, L2 fluency research has not yet shown such a strong correlation. In addition, most studies on reading fluency in L2 settings have used quantitative approaches and only a few of them have explored the "inside of L2 readers' brain," that is, what is actually happening while they engage in RR. The present study attempts to reveal the inner process of L2 reading fluency development through RR for an advanced-level L2 reader who is articulate in describing her metacognitive processes. Using a diary study approach comprising more than 70 RR sessions over the course of 14 weeks, the current study investigated an L2 reader with good comprehension skills