Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach

Persistent Link:
http://hdl.handle.net/10150/196014
Title:
Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach
Author:
Askildson, Lance
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.
Type:
text; Electronic Dissertation
Keywords:
reading while listening; extensive reading; second language reading; word recognition; phonology; reading comprehension
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Second Language Acquisition & Teaching; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Dupuy, Beatrice; Nicol, Janet
Committee Chair:
Dupuy, Beatrice; Nicol, Janet

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePhonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approachen_US
dc.creatorAskildson, Lanceen_US
dc.contributor.authorAskildson, Lanceen_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectreading while listeningen_US
dc.subjectextensive readingen_US
dc.subjectsecond language readingen_US
dc.subjectword recognitionen_US
dc.subjectphonologyen_US
dc.subjectreading comprehensionen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDupuy, Beatriceen_US
dc.contributor.advisorNicol, Janeten_US
dc.contributor.chairDupuy, Beatriceen_US
dc.contributor.chairNicol, Janeten_US
dc.contributor.committeememberAriew, Robert A.en_US
dc.contributor.committeememberPanferov, Suzanneen_US
dc.identifier.proquest2676en_US
dc.identifier.oclc659749680en_US
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