Julie Mathews Aydinli July 2004

Teaching English to Speakers of Other Languages TESOL M S Ed Fredonia edu

Julie Mathews Aydinli, July 2004.

It is clear that strategies play an intricate role in the effective developmentof any reading program. This is especially true for timed-reading becauseemphasis tends to reside in the speed of reading and comprehension. The interactionwith the text in timed reading forces the ESL learner to move beyond theword level of reading (bottom-up), that most tend to be in, to a level thatrequires cognitive negotiations of meaning (top-down).

The Impact of Choice Provision on Students' Affective Engagement in Tasks: A Flow Analysis (2005)

Supervisor: Julie Mathews-Aydinli.

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The Effectiveness of Task-Based Instruction in the Improvement of Learners' Speaking Skills (2005)

Automaticity is a nice residual skill that is brought about by combining many learning elements, but I question its idealized effect. Anderson's exemplaryanalogy of himself driving home emphasizes the automatic nature of gettinghome without thought, but he also mentions that he didn't remember the detailsof the trip (Anderson 1999). This makes me question Automaticity's functionon comprehension. I feel the automatic motion is established from a habitualaction in conjunction with tangent thinking. The tangent thinking producesa loss of thought. Am I making this sound ineffective? Actually, I feel thatthere are two kinds of Automaticity, (a.) and (b.) .

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Bound copies of theses completed in the M.A.

It is the belief of many teaching professionals that the ESL student needsto be able to read at a level challengeable to a native speaker of Englishin order to keep up with the academic workload. The idea of this paper isthat through the training in timed reading, the student will increase theirreading speed, which will better prepared them for the challenges they willencounter when they enter the collegiate playing field (Anderson 1999). Thereare many reasons for implementing timed reading into a reading program andit is my wish to elaborate on some of them in this paper.

Bound copies of theses completed in the M.A.

There are many benefits in gaining a faster reading rate and Klaeser (1977)presents four positive points in this regard. The is theamount of time you will save when you're able to double your speed (for example).With an increase in speed, the student will be able to cover more materialsthan at a slower speed. illustrates the gains a student willmake when their speed is increased.

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This illustration shows what the gains are for students that are slowreaders (150 words per minute (the average ESL student entering college))versus students that are good readers (350 words per minute). The differencein quantity is at about more for the faster students. Ifthe student increases their production to 250 WPM, they would be increasingtheir reading production by 67%. These are important gains for the studentthat will promote academic success.

Learners' Perceptions in the Evaluation of an ESP Course.

The is that readers are able to concentrate betterwhich leads to greater comprehension. Of course this area is under debatebecause there have been studies of students that lost comprehension whenthey were striving to increase their reading speed. This is usually the causeof "rushed reading" and contains little more technique than .However, it is believed that through an "effective" timed reading program,students can attain an increased and .

An Experimental Study on the Effects of Frequent Testing.

, with the increase in potential speed and comprehension, academic grades tend to rise as well. This is all due to the control of extratime, which allows for greater understanding.