Öz
Three meta-analyses of the effect of sustained silent reading are reviewed, all showing a consistently positive effect for self-selected reading in school, with most studies with EFL students. In addition, an important new study from Korea is analyzed: Despite less-than-optimal conditions, EFL students made impressive gains in vocabulary and reading that were consistent with previous results
Anahtar Kelimeler
sustained silent reading meta-analysis English as a foreign language vocabulary reading comprehension
Kaynakça
- Jeon, E.Y. and Day, R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language 28, (2), 246-265.
- Krashen, S. (2004). The Power of Reading. (second edition). Libraries Unlimited.
- Krashen, S. (2007). Extensive reading in English as a foreign language by adolescents and young adults: A meta-analysis. International Journal of Foreign Language Teaching, 3 (2), 23- 29.
- Krashen, S. (2011). Nonengagement in sustained silent reading: How extensive is it? What can it teach us? Colorado Reading Council Journal, 22, 5-10.
- Mason, B. & Krashen, S. (2017). Self-selected reading and TOEIC performance: Evidence from case histories. Shitennoji Daigaku Kiyo, 63, 469-475.
- McQuillan, J. & Krashen, S. (2008). Commentary: Can free reading take you all the way? A response to Cobb (2007). Language Learning & Technology, 12(1), 104–108.
- Morris, S. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11, 364-386.
- Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6– 37.
- Pilgreen, J. (2000). The SSR Handbook: How to Organize and Maintain a Sustained Silent Reading Program. Portsmouth, NH: Heinemann.
- Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89.
Öz
Kaynakça
- Jeon, E.Y. and Day, R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language 28, (2), 246-265.
- Krashen, S. (2004). The Power of Reading. (second edition). Libraries Unlimited.
- Krashen, S. (2007). Extensive reading in English as a foreign language by adolescents and young adults: A meta-analysis. International Journal of Foreign Language Teaching, 3 (2), 23- 29.
- Krashen, S. (2011). Nonengagement in sustained silent reading: How extensive is it? What can it teach us? Colorado Reading Council Journal, 22, 5-10.
- Mason, B. & Krashen, S. (2017). Self-selected reading and TOEIC performance: Evidence from case histories. Shitennoji Daigaku Kiyo, 63, 469-475.
- McQuillan, J. & Krashen, S. (2008). Commentary: Can free reading take you all the way? A response to Cobb (2007). Language Learning & Technology, 12(1), 104–108.
- Morris, S. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11, 364-386.
- Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6– 37.
- Pilgreen, J. (2000). The SSR Handbook: How to Organize and Maintain a Sustained Silent Reading Program. Portsmouth, NH: Heinemann.
- Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 29 Mayıs 2017 |
| Yayımlandığı Sayı | Yıl 2017 Cilt: 2 Sayı: 2 |