Approaching Reading Development through Children’s Literature: Insights from A Case Study of the University Student with Low English Proficiency


  • Cheng-Fang Huang Ming Chuan University



Children’s literature, EFL reading development, less proficient EFL learner.


This paper reports a case study exploring the feasibility of using children’s literature for EFL (English as a Foreign Language) reading development. In the test-oriented educational environment, Taiwanese students tend to perceive reading as a task to pass tests. This study attempts to propose another path to facilitate the reading development, especially for those who are less proficient in English. Focusing on one university EFL learner with low English proficiency, the report provides in-depth description of her reading obstacles and progress while engaging in reading English children’s literature. Findings of the reading sessions showed that the learner (1) improved the oral reading fluency, (2) acquired better awareness of pronunciation rules, and (3) developed better reading comprehension. The result of this case study suggests a supplementary path for the EFL reading development of similar learners: free voluntary reading of children’s literature complemented with proper scaffolding and corresponding instruction tailored to individual learner’s needs.


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