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
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 pedag...
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| Language: | en |
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The University of Arizona.
2008
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| Online Access: | http://hdl.handle.net/10150/196014 |