Thesis

The effects of guided reading on language acquisition of second language learners

The purpose of this study was to see if guided reading helps second language learners develop their second language, English to greater levels of fluency. Two groups of students were studied, four at an intermediate level and one at a beginning level. The researcher worked with each group over a twelve week period focusing on all four aspects of language, listening, speaking, reading, and writing. The intermediate group focused on complex sentences while the beginning student developed vocabulary through Moustafa's (1987) comprehensible input plus language experience approach to language development. The results showed that guided reading that is modified to focus on all aspects of a student's language, listening, speaking, reading, and writing, does develop a second language learner's language.

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