Improving fluency of young readers: introducing a Karaoke to learn how to breath during a Reading-while-Listening task
Résumé
We evaluate here an original method for implicitly providing breathing guidance to young readers during a Reading-while-Listening task. Close-shadowing is supplemented by a Karaoke system that enlightens not only the word – as it is jointly spelled by the pre-recorded expert reader and the learner – but also the current and next breath groups. We compare here the impact of two enlightening conditions – i.e. word-only vs. word and breath group – on fluency and comprehension.
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