Preliminary study of genre-specific extensive reading effects on standardized English proficiency testing

Abstract

With growing emphasis on measurable outcomes, understanding the effects of fiction versus non-fiction reading is increasingly relevant for language education. This preliminary study examines whether genre in an extensive reading (ER) program relates to performance on standardized English proficiency tests. Conducted at a Japanese university, the study compared students who read only non-fiction graded readers, those who read a mix of fiction and non-fiction, and a control group with no ER. Participants who read more than 50,000 words were tracked with MReader and completed pre- and post-Mock-TOEIC tests. Kruskal-Wallis and Steel-Dwass analyses indicated statistically significant group differences in this sample for overall and reading scores, with the Non-Fiction group showing the largest gains. Listening scores showed no significant differences and were treated as exploratory. Given the small Non-Fiction group and cohort differences, findings are interpreted cautiously. Preliminary results suggest that non-fiction graded readers may support test-related reading development.