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The effectiveness of ER on reading proficiency: A meta-analysis

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dc.contributor.author Jeon, Eun-Young
dc.contributor.author Day, Richard R.
dc.date.accessioned 2020-05-22T02:24:23Z
dc.date.available 2020-05-22T02:24:23Z
dc.date.issued 2016-10
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66901
dc.description.abstract A meta-analysis was performed to investigate the impact of extensive reading (ER) on reading proficiency. This study gathered 71 unique samples from 49 primary studies published from 1980 to 2014 involving a total of 5,919 participants. Effect sizes were generated separately according to two different study designs: experimental-versus-control contrasts and pre-to-post-test contrasts. Small to medium effect was found in both study designs. Moderator analysis showed growing interest in ER in the field over the last 30 years. Also, a higher effect was found in the adults than in the children and adolescents group. English as a foreign language (EFL) settings showed a higher effect than English as a second language (ESL) settings; and web-based stories had a higher effect than paper books. Finally, ER as a part of curriculum showed the highest mean effect among ER types. Suggestions are made on how to implement ER in ESL and EFL settings effectively.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject extensive reading
dc.subject meta-analysis
dc.subject reading comprehension
dc.subject reading rate
dc.subject vocabulary
dc.title The effectiveness of ER on reading proficiency: A meta-analysis
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66901
prism.volume 28
prism.number 2
prism.startingpage 246
prism.endingpage 265
local.rfl.topic Extensive Reading
Appears in Collections: Volume 28, No. 2 Special Issue: Celebrating Linguistically Diverse Learners of St. Louis: Responsive Research and Practice for Literacy


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