Andrew Imrie presented research on the effects of extensive reading on Japanese university students' reading speeds. The studies in 2009 and 2010 found that students who did extensive reading of graded readers for one semester significantly increased their reading speeds compared to control groups. The 2010 study also found that extensive reading students maintained reading comprehension as speeds increased. However, no evidence was found of overall English proficiency gains from the extensive reading.

1. Andrew Imrie
Rikkyo University
Tokyo, Japan

2. Extensive Reading: Does it work?

3. Research
• To study the effect of extensive reading on
Japanese university students’ reading speed
• Hypothesis that students’ reading speed
would improve if they read self-selected
simplified materials for one university
semester
• 2009 study
• 2010 study

4. Purpose of Presentation
• Present results of research that investigated
the effects of extensive reading of simplified
books (graded readers) on the development of
L2 learners’ reading rates
• To explain research methodology

5. Outline: Study 1 (2009)
• Terms
• Study 1 (2009)
• Research Question
• Students and Classes
• Design
• Reading Materials and Reading Rate Test
• Results
• Questions

6. Outline: Study 2 (2010)
• Study 2 (2010)
• Research Questions
• Results
• Conclusion
• Final Thoughts
• Questions

7. Terms
• Extensive Reading
• Graded Readers
• Reading Speed
• “…easy extensive reading.” (Nation, 2009)

8. Study 1 (2009): Research Question
• To what extent does extensive reading for one
academic semester (14 weeks) effect the
participants’ reading rates?

9. Design
• 4 Test Groups - read extensively
• 3 Control Groups – did not read extensively
• Delivery of reading materials

10. Class Description
• Test Groups and Control Groups
• Required English Speaking Class
• 20 – 30 Students
• Twice a week 90-minute class
• Spring Semester (April – July) only
• Non-English Majors
• Intermediate (3/5) and (2/5)

11. Participants
• 174 Japanese first year university students
• Private Japanese university (Tokai University)
• 18-19 years old
• 6 years high school English study
• Motivation

12. Test Group Reading Material
• Graded Readers
• Level of reading material
• Target of 40 books

13. Reading Rate Test
• Academic year in Japan (April – March)
• Spring Semester study
• Reading Rate check: April and July
• Reading Material (Penguin Easystart)
• Reading speed check administration

14. Study 1: Reading Rate Results
Reading Teacher Class April 2009 July 2009 Gain
Time words per minute words per minute
5 minutes Teacher A Test Group 1 86 135 56%
N/A N/A No control group N/A N/A N/A
5 minutes Teacher A Test Group 2 94 129 36%
5 minutes Teacher X Control Group 2 99 118 20%
5 minutes Teacher A Test Group 3 101 156 54%
5 minutes Teacher X Control Group 3 101 125 24%
1 minute Teacher B Test Group 4 89 144 57%
1 minute Teacher X Control Group 4 98 121 23%

15. Break: Any Questions?

16. Study 2
• Spring Semester (April – July) 2010
• Tokai University
• Required English Speaking Classes
• Same Design – some changes
• 1 Test Group and 1 Control Group

17. Study 2: Research Questions
• To what extent does extensive reading for one
academic semester (14 weeks) effect the
students’ reading rates?
• To what extent are test group students able to
maintain comprehension as their reading rates
increased?
• To what extent are test group students able
make any English proficiency gains?

18. Study 2: Reading Rate Results
Reading Teacher Class April 2010 July 2010 Gain
Time words per minute words per minute
3 minutes Teacher B Test Group 85 123 45%
3 minutes Teacher X Control Group 71 90 27%

19. Study 2: Comprehension Check
• 6 multiple-choice questions
What did the man do?
a) He had dinner with Marcel.
b) He had dinner with Celine.
c) He stole a picture.
d) He painted a picture.

20. Study 2: Comprehension Results
Class April 2010 Comprehension July 2010 Comprehension Gain
(wpm) (wpm)
Test Group 85 93% 123 99% 45%
Control Group 71 92% 90 88% 27%

21. Study 2: General Proficiency
• Edinburgh Project on Extensive Reading (EPER)
• Placement/Progress Tests
• EPER Level F = Beginner level (Oxford BW Starter)
• Modified cloze test
He is a teacher (12) works in a big (13) in New York.
• Test A and Test E

22. Study 2: General Proficiency Results
Class Cloze Test A EPER Reading Cloze Test E EPER Reading
Level Level
Test Group 33/76 (43%) F 22/72 (31%) F
Control Group 24/76 (32%) N/A 10/72 (14%) N/A

23. Conclusion: Research Questions
• To what extent does extensive reading for one
academic semester (14 weeks) effect the
participants’ reading rates?
• To what extent are test group students able to
maintain comprehension as their reading rates
increased?
• Significantly higher test group reading rate
gains with comprehension

24. Study 1 (2009): Average Reading Rates
160
51%
140
22%
120
100
80 Apr-09
60 Jul-09
40
20
0
Test Groups Control Groups

25. Study 2 (2010): Reading Rates
140
45%
120
100
27%
80
Apr-10
60
Jul-10
40
20
0
Test Group Control Group

26. Conclusion: Research Question (2010)
• To what extent are test group students able
make any English proficiency gains?
• No evidence of overall English proficiency gain

27. Final Thoughts
• Longer study to discover long term reading
rate gains
• Extended period of extensive reading may
show overall English proficiency gains
• Need for English curriculum 1) sympathetic to
extensive reading 2) supports suitable learning
environment

28. Any Questions?