The effectiveness of ER on reading proficiency: A meta-analysis Jeon, Eun-Young Day, Richard R. 2020-05-22T02:24:23Z 2020-05-22T02:24:23Z 2016-10
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.identifier.doi 10125/66901
dc.identifier.issn 1539-0578
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
local.rfl.topic Extensive Reading
prism.endingpage 265
prism.number 2
prism.startingpage 246
prism.volume 28
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