Extensive Reading: Speed and Comprehension.

By T. Bell. 2001

355 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/12f10caba81be9aa363fe1d92d4aac97fc025d55

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. R. Day
2. A. Chang
3. J. Yamashita
4. Stuart Webb
5. Eun-Young Jeon
6. D. Beglar
7. Hiroya Tanaka
8. Alan Hunt

Citations in the corpus

• Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development (2004, background): “With specific reference to reading fluency development, ER has shown to be effective in increasing reading speed and comprehension (Bell, 2001; Elley and Mangubhai, 1983; Robb and Susser, 1989).”
• The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions (2010, result): “This notion has been supported by several extensive reading studies exploring reading rates after reading abundantly in the L2 (Bell, 2001; Iwahori, 2008; Sheu 2003; Taguchi, Takayasu-Maass, & Gorsuch, 2004), all showing a positive effect.”
• Pleasure reading and reading rate gains (2014, background): “…reading rate gains ranging from 10.16 wpm to 96 wpm. Participants in studies of one academic year or longer (i.e., Beglar, Hunt, & Kite, 2012; Bell, 2001; Nishino, 2007; Robb & Susser, 1989; Sheu, 2003) read 136,000 to approximately 400,000 standard words (9-42 books; Bell [2001] and Robb…”
• Beginning to read extensively: A case study with Mako and Fumi (2007, background): “In addition to gains in reading fluency (e.g., Bell, 2001; Kusanagi, 2004), extensive reading programs can lead to the development of good reading habits (e.g., Nash & Yuan, 1992), listening proficiency (e.g., Elley & Mangubhai, 1981), writing ability (e.g., Hafiz & Tudor, 1990; Krashen, 1989), and…”
• Effects of extensive reading on reading attitudes in a foreign language (2013, background): “…positive effects on a range of L2 skills and abilities: in various studies, positive effects have been seen in areas such as reading comprehension (Bell, 2001; Elley & Mangubhai, 1983; Hafiz & Tudor, 1989, 1990; Tudor & Hafiz, 1989; Yamashita, 2008), reading rate (Beglar, Hunt & Kite, 2012;…”
• Extensive Reading and Language Learning: A Diary Study of a Beginning Learner of Japanese (2002, background): “…1992; Renandya, et al., 1999; Tse, 1996), other benefits of extensive reading also include gains in listening proficiency (Elley & Mangubhai, 1983), writing ability (Mason & Krashen, 1997; Tsang, 1996), reading speed (Bell, 2001; Walker, 1997), and even spelling (Day & Swan, 1998; Krashen, 1989).”
• INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING (2007, background): “…and Hanania, 1991; Janopoulos, 1984), many studies have also stressed the benefits of ER, such as its positive effect on reading comprehension (Bell, 2001; Elley & Mangubhai, 1983; Lai, 1993; Mason & Krashen, 1997; Robb & Susser 1989; Sheu, 2003), vocabulary knowledge (Elley, 1991; Lao &…”
• Effective extensive reading outside the classroom: A large-scale experiment (2013, background): “Bell (2001) reported on a study conducted with young adult students working in various government ministries in Yemen Arab Republic: It measured both reading speeds and comprehension in two groups of learners exposed to ‘intensive’ and ‘extensive’ reading programs respectively.”
• Beyond raw frequency: Incidental vocabulary acquisition in extensive reading (2008, background): “…effects of reading extensively in an L2, many published L2 studies of ER also reveal general benefits for aspects of language development (see Bell, 2001; Hafiz & Tudor, 1989; Lai, 1993; Mason & Krashen, 1997; Robb & Susser, 1989, for change in reading comprehension ability; Hafiz & Tudor,…”
• Developing reading fluency: A study of extensive reading in EFL (2008, background): “Bell (2001) conducted his study over two semesters to determine if young adult students’ reading rate could be increased through ER in Yemen.”
• The effectiveness of ER on reading proficiency: A meta-analysis (2016, background): “…aspects of language proficiency has been confirmed by a number of research studies: vocabulary (Horst, 2005; Zimmerman, 1997); reading comprehension (Elley & Mangubhai, 1983; Robb & Kano, 2013); reading rate (Beglar, Hunt & Kite, 2012; Bell, 2001); and writing (Im, Ahn &Yoon, 2010; Tsang, 1996).”
• Extensive reading in a challenging environment: a comparison of extensive and intensive reading approaches in Saudi Arabia (2009, background): “In contrast, Bell (2001) provides better evidence.”