An Interactive, Instructor‐Supported Reading Approach vs. Traditional Reading Instruction in Spanish
Bibliographic Data
| ID | 8937069 |
|---|---|
| Authors | Ransom F Gladwin (corresponding author), Jonita Stepp‐Greany (University of Florida) |
| Year | 2008 |
| Volume | 41 |
| Issue | 4 |
| Pages | 687-701 |
| Publication date | 2008-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2008.tb03325.x |
| OpenAlex | W1999005357 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct‐teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model, elements of strategy‐focused instruction, scaffolding, and language promoting assistance are operant. The IRIS model, a collaborative learning approach, presents no disadvantage in reading comprehension when compared to a traditional direct‐teaching model. Furthermore, a slight trend in the data shows an increase in recall performance of the experimental group (the students participating in the IRIS model) when compared to the control group throughout the term
Cognitive psychology · Comprehension · Control (management · Disadvantage · Language proficiency · Linguistics · Mathematics education · Mediation · Reading (process · Reading comprehension · Recall · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching
Thought and language.
Mind in Society
Apprenticeship in Thinking
Variables Affecting Choice of Language Learning Strategies by University Students
Reading
The Role of Tutoring in Problem Solving
The input hypothesis
Concepts in developmental theories of reading skill
A comparison of recall and summary protocols as measures of second language reading comprehension
Reading to learn
Authentic materials and authenticity in foreign language learning
From Reader to Reading Teacher
Group Work, Interlanguage Talk, and Second Language Acquisition
Second Language Teaching and Learning
"Information Gap" Tasks
Using Task‐Based Activities to Restructure Class Discussions
The Cultural Baggage of Second Language Reading
Investigating Culture Through Cooperative Learning
Role of Text Structure Awareness in the Recall of Expository Discourse
Collaborative Teaching in an Intensive Spanish Course
Applied Literacy in Second Language Education
Three Components of Background Knowledge in Reading Comprehension1
Do Learners Notice Enhanced Forms while Interacting with the L2
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 2011 - 2011 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |