Abstract
The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (top-down reading). The current exploratory and quasi-experimental study examines the effectiveness of these methods in two intact classes using pre- and posttest measures of students’ reading fluency and comprehension. The results show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.
Highlights
For tertiary-bound students who are learners of English as a second language (ESL), developing an appropriate level of reading skills, comprehension, is essential for academic success (Akinwumiju, 2010; August, 2011; Iwai, 2009; Lukhele, 2013; Pretlow, 2009)
A comparison of the results indicates that there was no significant difference between the two classes with the mean for correctly read words in Classes 1 and 2 being 29.25 and 29.82 respectively, with t = 0.20 and p = .841. These results indicate that a significant number of words were unknown and, undertaking vocabulary training as part of learner instruction was deemed beneficial
Comprehension was measured as a score out of 4
Summary
For tertiary-bound students who are learners of English as a second language (ESL), developing an appropriate level of reading skills, comprehension, is essential for academic success (Akinwumiju, 2010; August, 2011; Iwai, 2009; Lukhele, 2013; Pretlow, 2009). The effects of poor reading skills appear to be cumulative This claim is supported by longitudinal research undertaken in the first language (L1) context where readers who demonstrate difficulties with vocabulary recognition and understanding have been found to be troubled by this in an ongoing and academic way (Baumann, Kame’enui, & Ash, 2003; Hart & Risley, 2003). There is an additional flow-on effect of poor reading skills for university-bound students, namely a reduced quality in their writing skills, which are essential for university success (Mokhtar et al, 2010)
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