The Effects of Repeated Oral Reading and Timed Reading on L2 Oral Reading Fluency

The effects of repeated oral reading and timed reading on L2 oral reading fluency were examined among Japanese university students (N = 50) over 12 weeks. Three quasi-experimental groups were used in the study. Group 1 practiced two types of reading: Repeated oral reading with chunking practice and...

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Bibliographic Details
Published inThe reading matrix Vol. 19; no. 1; pp. 139 - 154
Main Author Shimono, Torrin R
Format Journal Article
LanguageEnglish
Published Long Beach City College Reading Matrix, Inc 01.04.2019
Meena Singhal/John Liontas, Long Beach City College, CA
Subjects
Accuracy
Between-subjects design
College Students
English (Second Language)
Evaluators
Experimental Groups
Fluency
Foreign Countries
Intonation
Japanese
Language Proficiency
Language Rhythm
Language Tests
Native Language
North American English
Oral Reading
Phrase Structure
Pretests Posttests
Pronunciation
Prosody
Reading
Reading ability
Reading Comprehension
Reading Fluency
Reading Rate
Scores
Second Language Instruction
Second Language Learning
Second language reading
Suprasegmentals
Teaching Methods
Japan
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Summary:The effects of repeated oral reading and timed reading on L2 oral reading fluency were examined among Japanese university students (N = 50) over 12 weeks. Three quasi-experimental groups were used in the study. Group 1 practiced two types of reading: Repeated oral reading with chunking practice and timed reading. Group 2 did timed reading only. Group 3 served as the comparison group. The participants were rated on their oral reading fluency of a short passage before and after the treatment period in terms of prosody, accuracy, and speed. The results showed that both treatment groups made statistically significant within-subjects oral reading fluency gains. Between-subjects tests indicated that Group 1 outperformed both Group 2 and the comparison group by the end of the treatment. Additionally, there were no statistically significant differences found between Group 2 and the comparison group. Finally, it was shown that Group 1 made the most improvements in terms of the rhythmic aspects of their oral reading production, Group 2 gained the most in terms of speed, and Group 3 made negligible gains. These results provide empirical evidence of the benefits of repeated oral reading and timed reading on the development of L2 oral reading fluency.
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ISSN:1533-242X
1533-242X