This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…

This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated Reading (ARR), and Traditional Reading (TR) instructions integrated into an EFL reading program on EFL reading comprehension, silent reading rate, reading motivation, and attitudes toward EFL reading, by also addressing the potential…

This quasi-experimental study traces a 12-week reading fluency training program for elementary-level English as a foreign language (EFL) learners at a Japanese university (N = 56). More specifically, this study examined whether a teaching intervention combining (a) extensive reading and practicing, (b) timed reading, and (c) repeated oral reading…

The connections between music and language are still to be clarified in educational terms; despite the great deal of literature on the common mechanisms underlying their working in learning, memory, and some other related factors, there is not robust research on their combined potential. Educational bilingualism and musical instruction have been…

We compared three methods for increasing reading amount and reading self-efficacy among L2 learners. (1) We required a word-target group to read at least 2,500 words a week outside class. (2) We required a sustained silent reading (SSR) group to do (a) in class SSR for 15 minutes every week, and (b) to read one book per week. (3) We required a…

Despite increasing attention on literacy-based approaches to foreign language instruction (e.g. Allen & Dupuy, 2013; Barrette, Paesani, & Vinall, 2010; Byrnes, 2005; Kern, 2004; Magnan, Murphy, & Sahakyan, 2014) the communicative approach's emphasis on oral proficiency continues to shadow reading practices. Although research findings…

The progression of silent reading rates and reading comprehension were examined among Japanese university students (N = 55) over one academic semester. Participants were divided into three quasi-experimental groups. The first group practiced a combination of timed reading and repeated oral reading with attention paid to chunking and prosody. The…

This study examines the effectiveness of cooperative reading teaching activities and independent reading activities for English language learner (ELL) students at 4th grade level. Based on simple linear regression and correlational analyses of data collected from two large data bases, PIRLS and NAEP, the study found that cooperative reading…

Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text…

Many hypotheses have been passed by professors in the language teaching profession concerning the effects of remedial courses in enhancing the skills of students in the English language. Most people share the sentiment that remedial courses are quests in vain when it gets to improving the skills of students learning English as a first or second…

The purpose of this research was to explore the overall perceptions of EFL teachers toward the extensive reading approach as they experienced the approach first hand. More particularly, EFL teachers' perspectives on the applicability issues of extensive reading for secondary level curriculum in Korea were captured. Also, their personal experience…

This case study investigates whether teachers model reading in 1 Singapore primary school during an exercise called "uninterrupted sustained silent reading" (USSR) carried out in the classroom. Even though reading is an important determinant of a student's growth in language skills and ability, and modeling the act of reading is…

My goal in this article is to discuss the empirical support for extensive reading and explore its pedagogical applications in L2/FL learning. I argue that the benefits derived from diverse studies on extensive reading in many different contexts are so compelling that it will be inconceivable for teachers not to make it an important feature of…

Extensive reading (ER) programs involve students in silently reading large quantities of materials. These materials are usually at a level that permits students to gain at least a fair understanding of what they are reading without outside help. Such programs' benefits for first- and second-language (L1 and L2) learners are well documented (Coady,…

Children from non-English-speaking homes are doubly disadvantaged when learning English in school. They enter school with less prior knowledge of English sounds, word meanings, and sentence structure, and they get little or no reinforcement of their learning outside of the classroom. This article compares the classroom standard practice of…