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An Interactive, Instructor‐Supported Reading Approach vs. Traditional Reading Instruction in Spanish
Author(s) -
Gladwin Ransom F.,
SteppGreany Jonita
Publication year - 2008
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2008.tb03325.x
Subject(s) - reading (process) , reading comprehension , mediation , recall , disadvantage , psychology , mathematics education , computer science , comprehension , control (management) , language proficiency , linguistics , cognitive psychology , artificial intelligence , philosophy , political science , law , programming language
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.