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dc.contributor.authorTragant Mestres, Elsa
dc.contributor.authorLlanes, Àngels
dc.contributor.authorPinyana, Àngels
dc.date.accessioned2022-01-14T16:32:45Z
dc.date.available2022-01-14T16:32:45Z
dc.date.issued2018-07-26
dc.identifier.issn0922-4777
dc.identifier.issn1573-0905
dc.identifier.urihttp://hdl.handle.net/10459.1/72744
dc.description.abstractReading-while-listening may be especially well suited for young language learners because of the multimodality provided in many graded readers aimed at this age group (ie., the presence of oral and written text and illustrations). This study compares a group of students who were exposed to 18 sessions of reading-while-listening with a group exposed to the same number of sessions through reading-only, and a control group. Linguistic outcomes show that students in the two intervention groups obtained higher vocabulary gains than those in the control group but did not present superior scores in reading or listening comprehension or reading fluency. Non-linguistic outcomes showed a clear preference on the part of the students for the reading-while-listening mode of input. The study concludes that the lack of differences in comprehension and fluency gains may be due to the fact that graded readers for children are too short; the input they offer is too limited to make a difference in areas other than attitudes and vocabulary learning.ca_ES
dc.description.sponsorshipFunding was provided by MINECO (Grant Nos. FFI2013-40952-P; FFI2016-80576-P), and AGAUR, Generalitat de Catalunya (Grant No. 2014SGR1089).ca_ES
dc.language.isoengca_ES
dc.publisherSpringerca_ES
dc.relationMINECO/PN2013-2016/FFI2013-40952-Pca_ES
dc.relationMINECO/PN2013-2016/FFI2016-80576-Pca_ES
dc.relation.isformatofVersió postprint del document publicat a: https://doi.org/10.1007/s11145-018-9886-xca_ES
dc.relation.ispartofReading and Writing, 2019, vol. 32, p. 819-838ca_ES
dc.rights(c) Springer Nature B.V., 2018ca_ES
dc.subjectReading while listeningca_ES
dc.subjectExtensive readingca_ES
dc.subjectVocabulary learningca_ES
dc.subjectYoung learnersca_ES
dc.subjectAssisted readingca_ES
dc.subjectGraded readersca_ES
dc.titleLinguistic and non-linguistic outcomes of a reading-while-listening program for young learners of Englishca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec027213
dc.type.versioninfo:eu-repo/semantics/acceptedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.1007/s11145-018-9886-x


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