Incorporating Fluency and Strategic Reading Training into an Academic Classroo
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This study examines whether and to what extent fluency training and strategy training might improve EFL/ESL students’ academic reading ability. Twenty university students participated in regular speed reading sessions and strategy practice over one semester. Pre/post reading tests, records of performance on the speed reading activity, a survey on strategy use, and interviews provided the data. Analysis of the pre/post test scores shows that students read faster by 25.78 words per minute in the post test, while maintaining comprehension scores above 70%. The students also showed improvement across 10 speed reading sessions, and perceived the activity as helpful for improving their confidence and interest. In addition, the students reported using various reading strategies, with problem-solving strategies more frequent than global and supporting strategies. The results imply that more prolonged training in speed reading and strategic reading would bring about improved academic reading ability for EFL/ESL learners. Pedagogical implications and suggestions are discussed. (152 words)
Abstract
This study examines whether and to what extent fluency training and strategy training might improve EFL/ESL students’ academic reading ability. Twenty university students participated in regular speed reading sessions and strategy practice over one semester. Pre/post reading tests, records of performance on the speed reading activity, a survey on strategy use, and interviews provided the data. Analysis of the pre/post test scores shows that students read faster by 25.78 words per minute in the post test, while maintaining comprehension scores above 70%. The students also showed improvement across 10 speed reading sessions, and perceived the activity as helpful for improving their confidence and interest. In addition, the students reported using various reading strategies, with problem-solving strategies more frequent than global and supporting strategies. The results imply that more prolonged training in speed reading and strategic reading would bring about improved academic reading ability for EFL/ESL learners. Pedagogical implications and suggestions are discussed. (152 words)
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