The Process of Reading‐to‐Write Used by a Skilled Spanish‐As‐a‐Foreign‐Language Student: A Case Study

Abstract

The purpose of this study was to explore how one skilled Spanish‐As‐a‐Foreign‐Lan‐guage (SFL) student in a third‐year level class performed reading‐to‐write tasks. Case study research methodology was used to investigate the processes of reading‐to‐write within an academic foreign language (FL) setting. The subject of the study was a skilled Advanced‐Level SFL student from a composition class in a large southeastern university. She did one reading‐to‐write task as part of her class assignment which was analyzed in the study. Data were collected using stimulated‐recall interviews. The subject kept reading and writing logs to help her stimulate recall of the processes she used. Results led to the design of a preliminary identification of the reading‐to‐write process that has important consequences for future research and implications for teaching.

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