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Using think-aloud protocols to inves...

Indiana University of Pennsylvania.

Using think-aloud protocols to investigate the reading revision process of native and nonnative speakers of English.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Using think-aloud protocols to investigate the reading revision process of native and nonnative speakers of English./
作者:	Meray, Reka.
面頁冊數:	267 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3995.
Contained By:	Dissertation Abstracts International64-11A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496596365

Using think-aloud protocols to investigate the reading revision process of native and nonnative speakers of English.
Meray, Reka.

Using think-aloud protocols to investigate the reading revision process of native and nonnative speakers of English. - 267 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3995.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2003.

The reading process has often been explored and described; however, not much research has been directed to the topic of rereading, and its importance in the classroom is rarely emphasized.

ISBN: 0496596365Subjects--Topical Terms:

1000005408
Education, Reading.

Using think-aloud protocols to investigate the reading revision process of native and nonnative speakers of English.
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245 1 0 $a Using think-aloud protocols to investigate the reading revision process of native and nonnative speakers of English.
300 $a 267 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3995.
500 $a Chair: Carole Bencich.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2003.
520 $a The reading process has often been explored and described; however, not much research has been directed to the topic of rereading, and its importance in the classroom is rarely emphasized.
520 $a This qualitative study reports think-aloud protocols, based on the reading and rereading of two different texts. Two native and two nonnative speakers of English took part in think-aloud protocols, based on the reading and rereading of nonfiction and fiction. Data was also collected through interviews, as well as by observation of participants while they were reading.
520 $a The think-aloud protocols revealed that the rereading process involves a lot of revision, including modifying one's expectations and hypotheses about the reading. Every time we read a text we come up with new ideas and revise the ones we had before. Thus, in this study I introduce the concept of revised reading. Rereading refers to a second-time reading, while revised reading involves the reader's metacognitive processes as well.
520 $a Results of this study indicate that revised reading is beneficial for students, and thus, I propose it should be used in classrooms. Revised reading affects comprehension positively, while at the same time it increases interest in reading.
520 $a An important finding of the study is that connecting the reading to one's personal experiences and background knowledge increases understanding, and it will help readers remember what they read.
520 $a Findings also reveal that although students differentiate between reading nonfiction and fiction, the two reading situations are actually similar. A comprehension aid they employ effectively during both situations is reading aloud.
520 $a The use of L1 in L2 reading, as well as the use of online dictionaries will also be discussed.
590 $a School code: 0318.
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710 2 0 $a Indiana University of Pennsylvania. $3 1000005491
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