Growth in Reading and How Children Spend Their Time Outside of School

Anderson, Richard C.; Wilson, P.A.; Fielding, Linda G.

doi:10.1598/rrq.23.3.2

Cited by 622 publications

(512 citation statements)

References 7 publications

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“…Extensive reading materials provide substantial linguistic input (Bell, 1998) Many studies have shown that extensive reading has positive effects on a variety of students' language skills. Anderson, Wilson, and Fielding (1988) found a correlation between extensive reading and reading ability among children, and a study by Greenberg, Rodrigo, Berry, Brinck, and Joseph (2006) attained similar results with adult learners. Lee's study (2008) with children in Taiwan on sustained silent reading reveals that the longer students read, the better the reading results.…”

Section: Extensive Readingmentioning

confidence: 59%

Using Authentic Materials for Extensive Reading to Promote English Proficiency

Guo¹

2012

ELT

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Current literature points to the importance and benefits of extensive reading. Extensive reading provides contextualized clues for better reading comprehension (Krashen, 1982), and substantial linguistic input (Bell, 1998) needed for language development. Several studies have found a correlation between extensive reading and specific linguistic skills including breadth of reading choices, improved writing skills, ease in oral communication, and improvement in other aspects of language. Literature already incorporates much simplified reading material that would encourage even beginners to engage in extensive reading; however, there has been insufficient research to explore the effects of extensive reading that utilizes authentic materials. Krashen (2011) specifies a crucial need for continuous research in this area in support of the inclusion of extensive reading in the EFL curriculum. Thus, this researcher attempted to add to the literature by investigating the impact of authentic materials as the main source of extensive reading. This quantitative study employed a pre-and post-test design using a simulated English proficiency test and an attitudinal survey. Other data such as course exams and students' class participation records were also included to increase validity. This study intended to discover the effects of extensive reading using online materials on students' language proficiency, and students' attitudes toward the extensive reading activity. The study results indicated a strong relationship between extensive reading and vocabulary development. Students thought that extensive reading also enhanced their overall English ability and knowledge.

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Section: Extensive Readingmentioning

confidence: 59%

Using Authentic Materials for Extensive Reading to Promote English Proficiency

Guo¹

2012

ELT

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“…There is good evidence that children and adolescents who engage more often in reading activities have better literacy skills (Anderson, Wilson & Fielding, 1988;Cunningham & Stanovich, 1991;1997;Guthrie et al, 1999;Leppanen, Aunola & Nurmi, 2005;McBride-Chang, Manis, Seidenberg, Custodio & Doi, 1993;Mol & Bus, 2011); however some types of reading activities have been more consistently associated with reading skill. For example, Anderson et al (1988) found that time spent reading books was more strongly associated with reading comprehension and reading speed than other text types (e.g., comics, newspapers and magazines).…”

Section: Reading Frequency and Reading Habitsmentioning

confidence: 99%

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

et al. 2014

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(2015) 'Exploring the relationship between adolescent's reading skills, reading motivation and reading habits.', Reading and writing., 28 (4). pp. 545-569.Further information on publisher's website:http://dx.doi.org/10.1007/s11145-014-9537-9Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/s11145-014-9537-9Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word

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“…Although the specific reading challenges faced by students performing below basic level are no doubt heterogeneous, a ubiquitous issue mentioned by their teachers and confirmed by assessment is their limited vocabularies. It is not surprising that the many language minority students in urban districts show gaps in English vocabulary, but even native English speakers may fail to develop rich vocabularies if they have a history of low reading ability, limited comprehension, and low investment of time in reading, because much sophisticated vocabulary is acquired through reading (Anderson, Wilson, & Fielding, 1988;Stanovich, 1986).…”

mentioning

confidence: 99%