From a conversation analytic perspective, this paper undertakes the sequential analysis of students' oral reading initiated by teachers during teacher-student interaction. Extracted from 14 Korean elementary school EFL lessons collected on video, the sequences that contain teachers' initiation and students' reading and the surrounding talk were closely examined. The major finding is that students' oral reading serves a range of instructional purposes: practicing through repetition, marking closure, preparing for what is about to unfold, collaborating in knowledge presentation, rendering key linguistic information, and presenting and checking students' written work. Based on this observation, this paper argues that students' oral reading predominantly occurs as part of or in conjunction with a larger instructional activity, rather than with an exclusive instructional focus.

This study aimed to examine English oral reading fluency of 5th and 6th grade students. Twenty three 5th graders and 22 6th graders at an elementary school in Daejeon participated in the study. Four texts were prepared: a 5th grade equivalent dialog text, a 5th grade equivalent narrative text, a 6th grade equivalent dialog text, and a 6th grade equivalent narrative text. The students were asked to read them aloud at the end of the first semester and the second semester. Comprehension check-up questions were given immediately after they read the texts. Their reading rate was measured in the number of words they read correctly per minute (WCPM). At the end of the school year, the 5th graders read their grade level dialog text at 103 WCPM on average, and the narrative text at 97 WCPM on average. The 6th graders read the dialog text 111 WCPM on average, and the narrative text at 99 WPCM on average. The correlations between reading rates and comprehension were moderate; .60 at the first administration and .58 at the second administration.

In the early reading stage, readers should be supported both orally and conceptually so that they are equipped with the basic skills and knowledge about word recognition. Thus, a lack of systematic support in the early reading developmental stage impedes the natural growth of reading ability. This article investigated how children were supported in reading from their teachers in the primary English classrooms. To accomplish this purpose, eleven reading-focused classrooms were analysed. Observations, video recordings, and interviews were conducted for data collection. Field notes and checklists were also used during the observations. Qualitative analyses revealed that children were poorly supported in learning to read: teachers used few limited teaching techniques and their uses were not effective on reading. The data from the interviews revealed that teachers were rarely trained for reading instruction, and that they possessed a limited knowledge about the English language system as well as about the reading development of young learners. Hence, the teachers' poor background knowledge and lack of skills led to less effective reading instruction. Based on these findings, it is suggested that teachers require training such as in basic knowledge about the English writing system and reading development in order to deliver effective reading instruction to early readers.

Boon-Joo Park. 2017. Analysis of Oral Reading Miscue in EFL University Students’ L1 and L2 reading. Studies in Modern Grammar 96, 213-233. Readers tend to make errors or mistakes regarding grammar, meaning, or pronunciation through the interaction between readers and text during the reading process. However, those errors or mistakes need to be considered as positive aspects as, miscues, Ken Goodman (1977) coined instead of mistakes. The purpose of this study is to investigate the effects of miscue analysis for developing students’ reading strategy during the reading process both in Korean and in English. Sixteen university students who are learning English as a second language participated. The results showed a very significant difference of the miscue aspects between L1 reading and L2 reading. The participants tend to focus more on semantic cues during L1 reading than the process during the L2 reading whereas they tend to use more graphic and syntactic cues.

【벼리】본 연구의 목적은 외국인 학습자의 한국어 의사소통능력 신 장을 위한 말하기, 쓰기와 같은 언어 표현 영역 학습에 따르는 환경적 제약과 심리적 압박 등의 어려움을 극복하고, 보다 경제적이고 효율적 인 자기주도적 학습법을 강구하고자 하는 것이다. 본 연구자는 소리 내어 읽기가 비교적 학습자가 접근하기 쉬운 활 동인 읽기를 하는 동시에 나머지 언어 기능 능력까지 총체적으로 향 상시킬 수 있는 방법으로 보고 연구 대상을 음독으로 설정하였다. 많은 선행 연구에서 소리 내어 읽기가 다른 언어 기능의 연관성을 고려한 통합적 기능 학습임이 논의되고 있다. 그러나 이는 주로 음독 이 언어 이해 영역에 미치는 영향에 대한 것으로, 본 연구에서는 실험 을 통해 음독이 언어 표현 능력에 미치는 영향에 대해 살펴볼 것이다.