||Whole-Brain-Based Oral Reading : A Study on Teaching English as a Second Language
MIYAZAWA, Masayuki Massey
表現学部紀要 = The bulletin of the Faculty of Representational Studies
171 , 2016-03-11 , 和光大学表現学部
This paper is the accumulation of various researches and data stemmed from this researcher's English classrooms at his private English school as well as his university and college classes over two decades since 1991. The researches were made and the data was collected concerning reading activities in the classrooms.In this paper, first, the importance of reading is discussed, and then various types of reading are introduced : they are right-brain reading, Whole-language reading, Whole-brain reading and Whole-brain-based oral reading. Whole-brain reading and Whole-brain-based oral reading are by-products of Whole-language reading. They were developed by this researcher during the courses of his teaching. In order to make Whole-brain-based oral reading successful, this researcher has introduced phonics programs, various fundamental training including eye-movement training and eye-voice-span practice, word-chunk training, and practice with rhythm and timed reading.Then, the step-by-step oral reading programs for beginning readers and advanced readers are introduced. These programs were actually applied to the researcher's classrooms to make the reading successful. With these programs, it may be possible that any instructors can experience Whole-brain-based oral reading in their classrooms.Oral reading activities are also helpful and effective for the students. Here, three types of oral reading activities are introduced ; Perfect Reading Game, Text-independent Shadowing Practice and Filling-in-the-space Game.Finally, a word of acknowledgement goes to Antony Boys, a former professor at Ibaraki Christian Junior College, for giving advice to this researcher in preparing for the initial version of this paper.