Abstract:
This research paper is primarily based on poor readers’ neuro
cognitive activation of their vocalization through externally provided
scaffolding strategy. Combining the two neuro-cognitive aspects
vocalization–latency and raudamatization, the research probes into an
essential investigation which reflects the necessity of separating the poor L2
readers from the learner population and providing them an externally
prepared intervention programme to activate their vocalization latency.
Vocalization Latency and raudamatization are the primary micro level
reading strategies employed by the readers. Fluent readers are well
developed in these skills. But this is not the case with the low–proficiency L2
readers. These readers are under developed in these micro–skills. As a result,
most of these poor readers are word-bound and become frustrated in
academic reading. Having such readers as the primary informants the
research procedure introduces an intervention for the experimental group.
The study investigates the feasibility and usability of the intervention among
the low profiling L2 readers. Amalgamating Carver’s rauding model and the
reading while listening methods, the prepared intervention is experimented
with the informants in the experimental group. The duration of the
intervention is one month and altogether it includes six rauding lessons.
These six raduing lesions are prepared by the researcher to activate the
vocalization Latency of the low–proficiency L2 readers whose
raudamatization skills are primarily weak. The time count taken during the
vocalization Latency test is the major data in this research. Reduction in the
time used during the post VLT is treated as symptom of improving the
vocalization Latency of the informants.
