Senior High School Students’ Reading Comprehension of Graded Readers

Lin, Lu-Fang

doi:10.4304/jltr.1.1.20-28

Cited by 15 publications

(15 citation statements)

References 25 publications

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“…Although the mechanism is commonly accepted to be true, as Cobb (2007) states, it is still disputable whether extensive reading is important. So far, studies concerning extensive reading vary in terms of different study focus, including reading attitude (e.g., Chin-Neng, 2013), reading comprehension (e.g., Wijaya, 2013;Rezaee, 2011;Lin, 2010), reading speed (e.g., Al-Homoud, 2012;Beglar, 2012), grammar (e.g., Rodrigo, 2004) and vocabulary acquisition (e.g., Tan, 2016;Waring, 2003) etc.…”

Section: Extensive Readingmentioning

confidence: 99%

The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis

Liu¹,

Zhang²

2018

ELT

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Extensive reading has been continuously studied as a promising instructional method for improving students’ language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta–analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether extensive reading instruction was effective in improving students’ vocabulary acquisition, and if so, how the effectiveness varied in terms of the instruction length and teaching methods. Stata 14.0 was utilized to calculate the collected data. The results revealed that: (1) extensive reading has a significant effect on English vocabulary learning; (2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning; (3) Graded Readers, comprehension questions and vocabulary exercise play significant roles as reading materials and education methods in promoting the vocabulary learning of EFL learners.

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Section: Extensive Readingmentioning

confidence: 99%

The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis

Liu¹,

Zhang²

2018

ELT

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“…To assess publication bias is a crucial element in the meta-analysis, yet I have seen only a few meta-analysis studies in the field of second language acquisition that did so (e.g., Li, 2010;Norris & Ortega, 2000). Checking to evaluate if there is publication bias is important because the results obtained that failed to assess the bias can be overturned later by new meta-analysis that did (Ellis, 2010).…”

Section: Publication Bias (Sensitivity Analysis)mentioning

confidence: 99%

A Meta-Analysis of Extensive Reading Research

Nakanishi

2014

TESOL Q

137

112

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The purposes of this study were to investigate the overall effectiveness of extensive reading, whether learners' age impacts learning, and whether the length of time second language learners engage in extensive reading influences test scores. The author conducted a meta‐analysis to answer research questions and to identify future research directions. He included two types of empirical studies—those including group contrasts based on a comparison of a control group and experimental groups, and pre–post contrasts that only include experimental groups—in the analysis. After a thorough literature search with numerous search engines and manual and electronic examination of related journals, the meta‐analysis included 34 studies (two PhD dissertations and 32 research articles) that provided 43 different effect sizes and a total sample size of 3,942 participants. Findings show a medium effect size (d = 0.46) for group contrasts and a larger one (d = 0.71) for pre–post contrasts for students who received extensive reading instruction compared to those who did not. In sum, the available research to date suggests that extensive reading improves students' reading proficiency and should be a part of language learning curricula.

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“…This is because the subjects were not provided with the correct summary or versions of the correct summary after the pretest; hence, they were clueless if their summary was correct or they were unlikely to remember how they had summarized the text initially. Hence, the interval was deemed sufficient to control significant learning, except for that due to the training (Lin, ).…”

Section: Methodsmentioning

confidence: 99%

The effects of a theory‐based summary writing tool on students' summary writing

Chew

Idris

Loh

et al. 2019

Computer Assisted Learning

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This paper focuses on the design and evaluation of a theory‐based computer‐assisted summary writing learning environment called Summary Writing‐PAL (SW‐PAL). The SW‐PAL was developed based on four aspects: summarizing strategies, learning theories, prior knowledge, and cognitive load. A quasi‐experiment that involved 58 undergraduates majoring in Computer Science was conducted to examine the effectiveness of SW‐PAL in writing summaries. Two intact classes were selected with 28 and 30 students in control and experimental groups, respectively. The conventional teaching approach was employed in the control group, whereas the SW‐PAL was introduced to the experimental group. Pretest and posttest were administrated to both groups. The findings indicated that SW‐PAL improved students' summary writing performance. A significant variance was noted between intrinsic and extraneous cognitive load among students with varying levels of English proficiency in the experimental group, signifying that the SW‐PAL is more suitable for students with lower language proficiency.

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Senior High School Students’ Reading Comprehension of Graded Readers

Cited by 15 publications

References 25 publications

The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis

The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis

A Meta-Analysis of Extensive Reading Research

The effects of a theory‐based summary writing tool on students' summary writing

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