A case study of collaborative action research: lexical chunk theory and its implication on reading performance

DOI

10.2991/icassr.2013.12How to use a DOI?

Keywords

lexical chunk theory, reading fluency, collaborative action research, teaching reflection, teacher development

Abstract

This case study is conducted on the basis of collaborative action research by applying lexical chunk theory into reading. Having tutoring a college student of engineering background for two years, two teachers reflected on teaching methods and resorted to intervention of purposefully nurturing the student’s awareness of lexical chunks so that he could decode chunks automatically and swiftly in the process of reading. Considering the potential benefits, a mixed method design of qualitative study and quantitative study was deployed. Through this case, teachers learn to apply collaborative action research into practice by pondering their teaching, teaching approaches and performance in the hope of enhancing their teaching career.

Copyright

© 2013, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Hong Ma
AU  - Zheng Yun Chen
AU  - Zhi Yuan Pan
PY  - 2013/08
DA  - 2013/08
TI  - A case study of collaborative action research: lexical chunk theory and its implication on reading performance
BT  - Proceedings of the 2013 International Conference on Applied Social Science Research (ICASSR-2013)
PB  - Atlantis Press
SP  - 37
EP  - 40
SN  - 1951-6851
UR  - https://doi.org/10.2991/icassr.2013.12
DO  - 10.2991/icassr.2013.12
ID  - Ma2013/08
ER  -