Effects of Reading Mode and Text Difficulty on Korean Learners’ Reading Fluency, Lexical Meaning Access, and Comprehension
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The study examines the effects of reading mode (oral and silent) and text difficulty (moderate and challenging) on Korean high school students’ reading fluency, lexical meaning access, and comprehension. For 10 weeks, 162 seniors participated in one of the following four reading fluency instruction groups: oral repeated reading with moderate- level text (ORM), oral repeated reading with challenging-level text(ORC), silent repeated reading with moderate-level text (SRM), and silent repeated reading with challenging-level text (SRC). The results demonstrates that all four reading instruction groups had significant effects on their reading fluency, lexical meaning access, and comprehension. The ORM group achieved the highest gains on the oral reading fluency test while the SRC group improved the most on the silent reading fluency, lexical meaning access, and comprehension tests; however, the effects for each instruction group varied according to the participants’ proficiency levels. The results highlight the importance of matching the reading mode to the appropriate text difficulty level when implementing fluency instruction.
Abstract
The study examines the effects of reading mode (oral and silent) and text difficulty (moderate and challenging) on Korean high school students’ reading fluency, lexical meaning access, and comprehension. For 10 weeks, 162 seniors participated in one of the following four reading fluency instruction groups: oral repeated reading with moderate- level text (ORM), oral repeated reading with challenging-level text(ORC), silent repeated reading with moderate-level text (SRM), and silent repeated reading with challenging-level text (SRC). The results demonstrates that all four reading instruction groups had significant effects on their reading fluency, lexical meaning access, and comprehension. The ORM group achieved the highest gains on the oral reading fluency test while the SRC group improved the most on the silent reading fluency, lexical meaning access, and comprehension tests; however, the effects for each instruction group varied according to the participants’ proficiency levels. The results highlight the importance of matching the reading mode to the appropriate text difficulty level when implementing fluency instruction.
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