Reading Rate Gains during a One-Semester Extensive Reading CourseReport as inadecuate




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Reading in a Foreign Language, v26 n2 p17-33 Oct 2014

Extensive reading (ER) is an effective way to provide large amounts of comprehensible input to foreign language learners, but many teachers and administrators remain unconvinced, and it has been argued that there is still insufficient evidence to support the claims that have been made regarding its benefits. Few studies have looked at ER's effect on reading fluency. This article reports on an investigation of the reading rate gains of Japanese nursing college freshmen during a one-semester ER course, with students in an intensive reading (IR) course serving as the comparison group (N = 66). The ER group achieved significantly higher reading rate gains (20.73 wpm) than the IR group (-0.62 wpm), without sacrificing comprehension. These results add to a growing body of empirical evidence of the effectiveness of ER.

Descriptors: Reading Instruction, Reading Achievement, Achievement Gains, Reading Rate, Reading Comprehension, Instructional Effectiveness, Linguistic Input, Second Language Learning, Second Language Instruction, Reading Fluency, Nursing Education, College Freshmen, Foreign Countries, English (Second Language), Reading Tests

Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl[at]hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/





Author: Huffman, Jeffrey

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1131&id=EJ1044344



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