Two groups of English as a second language students engaged in a fourteen-week repeated reading (RR) treatment: (1) a 3x group (n = 16), which engaged in three readings per session, and (2) a 5x group (n = 15), which engaged in five readings per session. Reading rate and background knowledge were measured at five points to assess the effect of…

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

Many studies have shown that reading can have a beneficial effect on second language learning, but relatively few of these have focused on extensive reading in classroom environments over a period of time. This study compares an extensive reading class against a more traditional class involving intensive reading and vocabulary exercises. The…

Studies variation in reading speed between languages of different orthographies, focusing on modern Chinese with logographic characters and English with an alphabetic writing system. Finds that the Chinese readers are faster than the English readers by about two minutes on the same reading material; the difference is significant even with reading…

Rauding theory states that two factors, accuracy and rate, explain nearly all the variance in the general reading ability of American schoolchildren (Carver, 1999). Using Structural Equation Modeling (SEM) and regression, this dissertation investigated to what extent the Rauding model could be applied to 92 Japanese university aged young adults…