This study analyzes the effect of two reading interventions on reading habits by 181 low literate adults who read at the 3-5.9 grade levels. One intervention implemented extensive reading (ER group) and the other one had direct instruction (no-ER group). A Reading Pattern survey was administered at the beginning, at the end, and 6 months after the intervention. Statistical results suggest that the ER group, which had access to books, free choice of reading material, and time to read during instruction hours, was more motivated to read, developed a reading habit, and experienced a positive change in reading behavior. These changes stayed over time, 6 months after treatment. This study strongly suggests that adult learners can benefit from extensive and pleasure reading and that a well-equipped library, easy access to books, and encouragement and time to read are all key factors in the development of reading habits.
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Previous issue date: 2014-04
endingpage:
91
identifier.doi:
10125/66688
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66688
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
Works published here are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.