Unassisted repeated reading: Exploring the effects of intensity, treatment duration, background knowledge, individual variation, and text variation on reading rate

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April 19, 2021, 5:27 p.m.

Database record updated on:

Sept. 13, 2021, 10:12 p.m.

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Sept. 13, 2021, 10:12 p.m.

bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/67392/1/33_1_10125-67392.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/67392/2/33_1_10125-67392.pdf.txt

collection:

Volume 33, No. 1

contributor.author:

Lynn, Ethan M.

date.accessioned:

2021-04-15T17:53:29Z

date.available:

2021-04-15T17:53:29Z

date.issued:

2021-04-15

description.abstract:

Two groups of English as a second language students engaged in a fourteen-week repeated reading (RR) treatment: (1) a 3x group (n = 16), which engaged in three readings per session, and (2) a 5x group (n = 15), which engaged in five readings per session. Reading rate and background knowledge were measured at five points to assess the effect of treatment length as well. Results from a mixed effects repeated measures ANCOVA model showed that neither treatment group nor treatment length had a significant effect on reading rate, but background knowledge did. The model also revealed that the fixed effects (e.g., treatment, duration, and background knowledge) explained 8.1% of the variation in reading rates (R2 = .081). The random effects of individual variation and text variation explained 0.9% (R2 = .009) and 0.3% (R2 = .003) of variance in reading rate respectively, meaning the entire model could explain 9.3% of the variation (R2 = .093). It was concluded that reading three times per session was more efficient than reading five times per session, and background knowledge is a variable that must be controlled for in reading studies

description.provenance:

Made available in DSpace on 2021-04-15T17:53:29Z (GMT). No. of bitstreams: 1 33_1_10125-67392.pdf: 410303 bytes, checksum: 0d1ab1bdda65a40e4027db180a886b5a (MD5) Previous issue date: 2021-04-15

endingpage:

54

identifier.citation:

Lynn, E. M. (2021). Unassisted repeated reading: Exploring the effects of intensity, treatment duration, background knowledge, individual variation, and text variation on reading rate. Reading in a Foreign Language, 33(1), 30-54. http://hdl.handle.net/10125/67392

identifier.issn:

1539-0578

identifier.uri:

http://hdl.handle.net/10125/67392

number:

1

publisher:

University of Hawaii National Foreign Language Resource Center Center for Language & Technology

site_url:

/rfl/item/524

startingpage:

30

subject:

repeated reading reading fluency L2 reading reading rate background knowledge mixed effects

title:

Unassisted repeated reading: Exploring the effects of intensity, treatment duration, background knowledge, individual variation, and text variation on reading rate

type:

Article

type.dcmi:

Text

volume:

33