| Popis: |
ability classroom, is not only that pleasure reading is somewhat marginalized, but, most importantly the significance of reading attitudes and subsequent reading habits, generally, are not factored. This study reports on an investigation of 9 Greek, dyslexic and typically developed, EFL learners' (L2) reading attitudes and habits within a mixed ability EFL classroom, aiming at identifying the perceived effect(s) that the use and reading of comic books had on them. A case study method was employed whereby multiple tools of data collection were used across 6 weeks during Spring 2014. Tools included: McKenna and Kear's (1990) Elementary Reading Attitude Survey (ERAS), Semi-Structured, Focused Interviews, Targeted Questionnaires, Field Notes derived from Participant Observations, and Focus Group-like Literature Circle Discussion Groups. The data were analyzed descriptively using SPSS (quantitative data) and content analysis (qualitative data). Findings suggest that participants, dyslexic and typical, held mostly positive, yet, utilitarian views of English reading and learning, and did not generally engage in English pleasure reading, despite mostly liking reading and learning English. Moreover, by the end of the study, extensive comic reading was shown to be an effective means by which to engage learners in reading and reading-related practices, such as active participation in Literature Circle Discussion Groups and a comic book borrowing library. Additional findings indicate that most participants were gradually more interested, enthusiastic, willing and dynamic in their participation, providing longer, more accurate responses as the study progressed. Upon completion of the study, practically all students, as well as their parents and EFL teacher supported witnessing some beneficial effect on the students' reading attitudes and habits. The data lends itself to the conclusion that extensive comic reading and comic-related reading practices may be of benefit to developing positive reading attitudes and habits to English reading, as well as numerous other skills, indirectly and/or directly, effected and enhanced via the procedures (reading speeds, comprehension, oral and vocabulary skills and positive group dynamics). This study emphasizes the significance of considering learners', dyslexic or otherwise, reading attitudes as well as interest, during the curriculum design and teaching practices of (EFL) educators. |
