Unassisted Repeated Reading: Exploring the Effects of Intensity, Treatment Duration, Background Knowledge, Individual Variation, and Text Variation on Reading Rate

Autor/in	Lynn, Ethan M.
Titel	Unassisted Repeated Reading: Exploring the Effects of Intensity, Treatment Duration, Background Knowledge, Individual Variation, and Text Variation on Reading Rate
Quelle	In: Reading in a Foreign Language, 33 (2021) 1, S.30-54 (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Reading Rate; Individual Differences; Comparative Analysis; Second Language Learning; Second Language Instruction; English (Second Language); Prior Learning; Reading Instruction; Teaching Methods; Reading Materials; Reading Fluency; Foreign Students; Native Language; Intensive Language Courses; College Students; Student Placement; Language Tests; Pretests Posttests; Scores; Reading Comprehension; Vocabulary Skills; Measures (Individuals); Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Reading readiness; Reading speed; Lesegeschwindigkeit; Individueller Unterschied; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Vorkenntnisse; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Intensivkurs; Sprachkurs; Collegestudent; Schülerpraktikum; Language test; Sprachtest; Leseverstehen; Aktiver Wortschatz; Messdaten; Language tests; Englisch
Abstract	Two groups of English as a second language students engaged in a fourteen-week repeated reading (RR) treatment: (1) a 3x group (n = 16), which engaged in three readings per session, and (2) a 5x group (n = 15), which engaged in five readings per session. Reading rate and background knowledge were measured at five points to assess the effect of treatment length as well. Results from a mixed effects repeated measures ANCOVA model showed that neither treatment group nor treatment length had a significant effect on reading rate, but background knowledge did. The model also revealed that the fixed effects (e.g., treatment, duration, and background knowledge) explained 8.1% of the variation in reading rates (R[superscript 2] = 0.081). The random effects of individual variation and text variation explained 0.9% (R[superscript 2] = 0.009) and 0.3% (R[superscript 2] = 0.003) of variance in reading rate respectively, meaning the entire model could explain 9.3% of the variation (R[superscript 2] = 0.093). It was concluded that reading three times per session was more efficient than reading five times per session, and background knowledge is a variable that must be controlled for in reading studies. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01