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Dergiler / Turkish Online Journal of English Language Teaching / 2017 / Cilt: 2 Sayı: 2

Sustained Silent Reading in Foreign Language Education: An Update

Stephen KRASHEN
Beniko MASON
Sayfa
70–73
Yayın Tarihi
2017-05-29
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez: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.
📊
Temel Bulgular & Veri: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.
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Sonuç & Katkı: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
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:sustained silent reading · meta-analysis · English as a foreign language

Abstract

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

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Bu Makaleye Atıf Yap

KRASHEN, S., MASON, B. (2017). Sustained Silent Reading in Foreign Language Education: An Update. Turkish Online Journal of English Language Teaching, Cilt: 2 Sayı: 2, 70–73. https://ajindex.com/articles/1011168

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Kaynakça (6)

  1. 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.
  2. 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.
  3. Mason, B. & Krashen, S. (2017). Self-selected reading and TOEIC performance: Evidence from case histories. Shitennoji Daigaku Kiyo, 63, 469-475.
  4. 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.
  5. Morris, S. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11, 364-386.
  6. 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.