Year: 2016
Type: review
Study designs: Systematic Review, Meta-Analysis
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.
Source: Reading in a Foreign Language
DOI: 10.64152/10125/66901
Authors: Eun-Young Jeon, Richard R. Day
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2553078484