Reading Strategies and Reading Fluency: A Case Study of Reading in First or Second Language

Abstract

The ability to read in second or foreign language (L2/FL) is a vital skill for academic and autonomous language learning. This study investigates the reading performance of two TEFL students from different language backgrounds on two English texts and their equivalent Persian translations comparing their reading rate and comprehension in L1 and L2. A combination of think-aloud protocol, interview and observation methods was used in order to figure out the reading strategies used by each participant in the process of reading and comprehending each text. First, participants were asked to model the steps of their thinking when reading the same text and to discuss what strategies and process they went through while interacting with the passage. Then, they were asked to respond some questions at the end of each reading passage. Last, an interview about their reading experiences and strategies is conducted. Findings of collected data from multiple sources were examined in the sense that the overall extracted themes were triangulated. The data were analyzed based on the Uso-Juan, Esther and Alicia Martinez-Flor (2006) framework for key reading strategies. The result showed that there is a positive relationship between reading fluency and reading comprehension. The most effective strategies employed by each participant were also reported. Through critically and analytically reflecting on differences between L1 and L2 reading, language learners can learn how to read so as to get the most out of their academic materials.