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

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dc.contributor.authorJeon, Eun-Young
dc.contributor.authorDay, Richard R.
dc.date.accessioned2020-05-22T02:24:23Z
dc.date.available2020-05-22T02:24:23Z
dc.date.issued2016-10
dc.description.abstractA 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.identifier.doi10125/66901
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66901
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectextensive reading
dc.subjectmeta-analysis
dc.subjectreading comprehension
dc.subjectreading rate
dc.subjectvocabulary
dc.titleThe effectiveness of ER on reading proficiency: A meta-analysis
dc.typeArticle
dc.type.dcmiText
local.rfl.topicExtensive Reading
prism.endingpage265
prism.number2
prism.startingpage246
prism.volume28

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Volume 28, No. 2 Special Issue: Celebrating Linguistically Diverse Learners of St. Louis: Responsive Research and Practice for Literacy