Extensive reading and reading speed

Andrew ImrieRikkyo University

Tokyo, Japan

Extensive Reading: Does it work?

Research

• To study the effect of extensive reading on Japanese university students’ reading speed

• Hypothesis that students’ reading speed would improve if they read self-selected simplified materials for one university semester

• 2009 study • 2010 study

Purpose of Presentation

• Present results of research that investigated the effects of extensive reading of simplified books (graded readers) on the development of L2 learners’ reading rates

• To explain research methodology

Outline: Study 1 (2009)

• Terms• Study 1 (2009)• Research Question• Students and Classes• Design• Reading Materials and Reading Rate Test• Results• Questions

Outline: Study 2 (2010)

• Study 2 (2010)• Research Questions• Results• Conclusion• Final Thoughts• Questions

Terms

• Extensive Reading• Graded Readers• Reading Speed• “…easy extensive reading.” (Nation, 2009)

Study 1 (2009): Research Question

• To what extent does extensive reading for one academic semester (14 weeks) effect the participants’ reading rates?

Design

• 4 Test Groups - read extensively• 3 Control Groups – did not read extensively• Delivery of reading materials

Class Description

• Test Groups and Control Groups• Required English Speaking Class• 20 – 30 Students• Twice a week 90-minute class• Spring Semester (April – July) only• Non-English Majors• Intermediate (3/5) and (2/5)

Participants

• 174 Japanese first year university students• Private Japanese university (Tokai University)• 18-19 years old• 6 years high school English study• Motivation

Test Group Reading Material

• Graded Readers• Level of reading material• Target of 40 books

Reading Rate Test

• Academic year in Japan (April – March)• Spring Semester study• Reading Rate check: April and July• Reading Material (Penguin Easystart)• Reading speed check administration

Study 1: Reading Rate ResultsReading Time

Teacher Class April 2009 words per minute

July 2009 words per minute

Gain

5 minutes Teacher A Test Group 1 86 135 56%

N/A N/A No control group N/A N/A N/A

5 minutes Teacher A Test Group 2 94 129 36%

5 minutes Teacher X Control Group 2 99 118 20%

5 minutes Teacher A Test Group 3 101 156 54%

5 minutes Teacher X Control Group 3 101 125 24%

1 minute Teacher B Test Group 4 89 144 57%

1 minute Teacher X Control Group 4 98 121 23%

Break: Any Questions?

Study 2

• Spring Semester (April – July) 2010• Tokai University• Required English Speaking Classes• Same Design – some changes• 1 Test Group and 1 Control Group

Study 2: Research Questions

• To what extent does extensive reading for one academic semester (14 weeks) effect the students’ reading rates?

• To what extent are test group students able to maintain comprehension as their reading rates increased?

• To what extent are test group students able make any English proficiency gains?

Study 2: Reading Rate Results

Reading Time

Teacher Class April 2010 words per minute

July 2010 words per minute

Gain

3 minutes Teacher B Test Group 85 123 45%

3 minutes Teacher X Control Group 71 90 27%

Study 2: Comprehension Check

• 6 multiple-choice questions What did the man do? a) He had dinner with Marcel. b) He had dinner with Celine. c) He stole a picture. d) He painted a picture.

Study 2: Comprehension ResultsClass April 2010

(wpm)Comprehension July 2010

(wpm)Comprehension Gain

Test Group 85 93% 123 99% 45%

Control Group 71 92% 90 88% 27%

Study 2: General Proficiency

• Edinburgh Project on Extensive Reading (EPER)• Placement/Progress Tests• EPER Level F = Beginner level (Oxford BW Starter)• Modified cloze test He is a teacher (12) works in a big (13) in New York.

• Test A and Test E

Study 2: General Proficiency Results

Class Cloze Test A EPER Reading Level

Cloze Test E EPER Reading Level

Test Group 33/76 (43%) F 22/72 (31%) F

Control Group 24/76 (32%) N/A 10/72 (14%) N/A

Conclusion: Research Questions

• To what extent does extensive reading for one academic semester (14 weeks) effect the participants’ reading rates?

• To what extent are test group students able to maintain comprehension as their reading rates increased?

• Significantly higher test group reading rate gains with comprehension

Study 1 (2009): Average Reading Rates

Test Groups Control Groups0

20

40

60

80

100

120

140

160

Apr-09Jul-09

51%

22%

Study 2 (2010): Reading Rates

Test Group Control Group0

20

40

60

80

100

120

140

Apr-10Jul-10

45%

27%

Conclusion: Research Question (2010)

• To what extent are test group students able make any English proficiency gains?

• No evidence of overall English proficiency gain

Final Thoughts

• Longer study to discover long term reading rate gains

• Extended period of extensive reading may show overall English proficiency gains

• Need for English curriculum 1) sympathetic to extensive reading 2) supports suitable learning environment

Any Questions?