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?
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