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Especially with alphabetical writing systems, fluent reading in the typical brain is built on connections to our auditory systems and whether real or imagined, we experience a sense of hearing the print we see. Recent worldwide reading research shows learners need increased aural input to develop from halting reading toward reading fluency. Empirical research in listening and reading, in particular, shows bimodal provision of stories is beneficial for building EFL reading comprehension and related skills, including grammar. These results are now supported further by cognitive studies, pointing to strong and lasting benefits from aural activation and bimodal input. Calling into play these interweaving strands of research, adapting input integration to fit learners’ needs, and tapping the intrinsic power of social support found in humans telling each other stories may provide powerful routes forward toward more empowered foreign language reading.
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