ting the words in a sentence one word at a time at the same location on the display screen, at a specified eccentricity. RSVP eliminates inter-word saccades, limits intra-word saccades, and prevents reader control of fixation times (Legge, Mansfield, & Chung, 2001). RSVP controls for differences in reader eye movement, and consequently is often used to measure reading speed in experiments.
Teaching Proficiency through Reading and Storytelling or TPRS is a method <# «justify"> Rreading.
Step three is where the students learn to read the language structures that they have heard in steps one and two. A number of reading activities are used in TPRS. The first, and most common, is a class reading, where the students read and discuss a story that uses the same language structures as the story in step two. The next most common activity is free voluntary reading <# «justify"> Class readingclass reading is the most common type of reading activity in TPR Storytelling. TPRS teachers will typically include a class reading as part of every TPRS lesson. This reading is based on the story that the students learned in step two - sometimes it can be the same story, and sometimes it uses the same language structures but with different content. The students will have learned the language structures used in the reading very well during parts one and two, so students will often be able to understand most of the story on first view.teacher will often begin the class reading by reading aloud the story, or a portion of the story, then having the students translate it into their first language. This translation could be done with individual students, or chorally by the whole class. Translation is utilized selectively in this way because it is the fastest and most direct way to ensure an accurate understanding of the language meaning. As the students already know the language structures very well after steps one and two, they can often do this at a natural speed. If necessary, the teacher can help them translate any words they don't know. This process ensures that all of the students understand all of the words in the reading, as well as the meaning of the reading as a whole.
Next, the class will discuss the reading in the target language. To help make the discussion 100% comprehensible, the teacher will use the same TPRS techniques <# «justify"> Because of the depth of acquisition students enjoy of the words and structures done in class, it is possible to discuss quite complex topics with TPRS students in relatively early stages of language instruction. While a typical TPRS student might not have «covered» as much vocabulary as a typical communicatively-taught student, the TPRS student has automatic, correct control of everything that has been required throughout the course of TPRS study, in contrast to the communicatively-taught student, who will typically memorize long lists of vocabulary and fail to retain all of it.voluntary reading
Many TPRS teachers include Free voluntary reading <# «justify"> Shared readingreading, often called «Kindergarten Day», refers to the practice of the teacher reading a children's picture story book to the students. The name is intended to conjure up the image of being read to as a child, but the activity can be done with any age group. The teacher reads to the students, showing them the pictures, asking them questions, and generally making the story comprehensible....
