Graded/levelled readers = effective scaffolding in EFL. Some concrete evidence!
Wendy Arnold (Hong Kong)
Abstract
This talk will present the interim results of a longitudinal classroom research project using a published levelled reading scheme across keystage 2 (aged 9‐12, total 400) in a Hong Kong government‐aided primary school. The students are monolingual, homogenous, mixed ability and mixed gender. The study tracked the students for three years with formative and summative data.
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