IMPACT OF SPEED READING INTERVENTION ON STUDENTS’
LEARNING SECOND LANGUAGE
1
SHAWANA FAZAL, 2MUHAMMAD IQBAL MAJOKA, 3IRUMJABEEN,
4
MUHAMMAD SAEED KHAN
1,2
Hazara University, Mansehra, Pakistan, 3,4University of Haripur, Pakistan
E-mail: [email protected], 2 [email protected], [email protected]
Abstract- Pretest post-test equivalent group design was used to examine the effect of speed reading intervention on students’
language acquisition in terms of reading skills, reading speed and academic achievement in English at elementary level.
Female school from publicsector having conducive environment for the experiment was selected as a sample of the study.
Eighty students of 8th class were randomly selected as participants of this study. On the basis of pre-test scores, 40 students
were assigned to each experimental and control groups using matched random sampling technique. The experimental group
was provided a treatment of speed reading for 14 weeks. The analyzed data revealed thatspeed reading intervention proved
to be effective in enhancing the language acquisition in selected aspects. It has strong implications for language teachers to
use speed reading in the classroom.
Keywords- Speed Reading, Reading Skills, Second Language Learning.
11 to 13 years old students, Sovik, Arntzen and
Samuelstuen (2000) proved that techniques such as
eyes span, fixation time, reduction of regression and
automaticity of recognition can be used to increase
speed of reading.
Tremendous increase in the amount of information in
modern era of information and communication
technology has intensified the demand good reading
skills. Proficient readers are able to read important
information with ease and speed and able to draw
right conclusions. But those who find reading
difficult are unable to tackle this information and
have to depend upon others opinions. This situation
has proliferated the responsibilities of educational
institutions and related teachers for developing
students reading skills by using effective techniques
and strategies. According to Ambe (2007), teachers
have to teach students who read much below than
their respective grades and their reading problems
make it hard for them to cope with class room
activities and readings assignments. Explaining the
intensity of this problem, Fisher (2008) adds that
teachers are concerned with number of students who
lack literacy skills and struggle with reading. These
students face problem in decoding the written
symbol, read with slow pace and understand little
what they read. The situation is more alarming in
developing countries where English language is
taught as ESL or EFL, classrooms are overcrowded,
teachers have the responsibility of finishing content
in an academic year, teaching is content based, and
teachers use reading only for covering the required
text. As the reading is not the focus of teaching, the
students who get poor start in reading remain hidden
from teacher’s eyes in most cases. Due to lack of
reading skill, they show poor results in many subjects
and show low academic achievement. They hardly
manage to get passing percentage, as they progress
through the class levels and their academic difference
I. INTRODUCTION
Reading is basic to all learning and this ability is
highly useful in practical situation of life. “Teaching
reading to students is a complex task” (Ehri et al.,
2001, p.394). Harris and Sipay (1990) maintain that
the problems of reading have manifold effects on
students’ achievement. Stanovich (1986) pointed out
that those students who struggle with reading at early
grades, if not provided with recovery in reading,
continue to face this problem in higher grades too.
Therefore, it is vital to support students learn how to
read through a strong, systematic and comprehensive
approach focusing upon all the necessary sub skills of
reading.
Reading fluency is the ability to accurately and
efficiently
read
words
out
of
context
(Crosson&Lesaux, 2009). Nation (2007) have
asserted that reading fluently is essential for better
comprehension and one dimension of fluent reading
or reading fluency is reading rate or speed reading.
For developing overall fluency in reading, we need to
perform different activities and one such activity that
is used for fluent reading is speed-reading. Speed
reading is fast and accurate reading with
comprehension. Speed-reading is essential for
efficient reading and its importance has been proved
by researchers. Nuttall (1996), thought that those who
read with speed read more, understand more, and
enjoy more. Those who are slow read less, understand
less and unable to enjoy the reading. Grabe (2009)
writes that reading fluency has four dimensions,
which are automaticity in word recognition, accuracy
in decoding, rate of reading and prosody. Among
them, the first two automaticity and accuracy are the
prerequisites for rate of reading. So, the rate of
reading or speed reading is an essential component of
reading fluency. It is an ability to read fast like the
native speaker. On the basis of a study conducted on
Proceedings of ISER 6th International Conference, Sydney, Australia, 12th September 2015, ISBN: 978-93-85465-99-4
12
Impact Of Speed Reading Intervention On Students’ Learning Second Language
from their class fellows grow bigger and bigger. The
most important problem in reading is the slow and
laboured pace of students. And this problem is
associated with classroom teaching, where the
primary focus is on learning the grammatical rules
and structure rather than the reading (Hamp-Lyon,
1983; Nuttall, 1982).
In Pakistan, the situation of learning English is not
more different because the students are unable to
show good performance in English language
acquisition (Rahman, 1999). English is taught
through Grammar translation method and mostly
students are bound to translate the text. Oral work is
neglected altogether, which induces poor reading and
comprehension skills, and ultimate result in low
performance (Warsi, 2004). In this context, it was
considered imperative to investigate some curative
technique or method for improving reading skill for
second language learners. Hence, a study was
conducted to explore the effect of speed reading
intervention on English language acquisition at
elementary level.
the pretest, which was .78 for reading skill test and
.738 for achievement test.
2.2 Treatment Procedure
The techniquespresented by Cutler (1985) and Zorn
(1994) translated by Kazmi (1999) in their respective
bookswas followed. But the texts/content, which were
presented in these books were not used, as it was
more difficult for the 8th grade students. Instead, the
authentic text from textbooks for 8th and 9th grades
was used. Only those techniques used for oral reading
weretaken into consideration along with some
supplementary techniques (repeated reading and
guided oral reading). As students were divided in two
equivalent groups (experimental and control
group),the experimental group was provided with
speed reading intervention for 50 minutes instruction
per day. Speed reading intervention used special
techniques for improving speed and accuracy along
comprehension of the text. Following techniques
were used.
i) Control on eye movement: The participants used
Window card technique along with hand technique to
control the movements of eyes. Participantswere
trained to use the card along the line of written
material and the eyes were made to follow the card
similarly hand was used to read the sentences and the
eyes followed the movement of hand. These
techniques were used to control the wasteful
movements of eyes such as distraction, regression and
progression. Continues movements of eyes hinder the
process of reading. Students were trained to focus on
the written material and make fewer stops per line of
the text.
ii) Expanding eye vision: The participants were
trained to read more words in one glance of eye by
developing the habit of focusing on the larger area of
the text. Students were trained to see more words per
line and eliminate the habit of word by word reading.
II. METHODOLOGY
Pre-test post-test equivalent groups design was
selected as Shadish, Cook and Cambell (2002)
considered it strong experimental research design
because it is effective in controlling the most of the
threats of internal and external validity. Female
Elementary/ Secondary schools of Abbottabad,
Pakistan were surveyed for feasibility of experiment.
Government Girls Higher Secondary School
Havelian, Pakistan having condition conducive for
the proposed experiment, was selected as a sample of
the study. Eighty students of 8th Grade were
randomly selected as participants of this study. On
the basis of pre-test scores, 40 students were assigned
to each experimental and control groups using
matched random sampling technique.
iii) Blocks of words or chunking: The participants
of the experimental group were provided with the
study material in daily lesson plan consisting upon
the passages taken from their textbook. In the
beginning, the passages were presented in the style
that whole text was written in two words per line.
Then the next passages were presented in three words
per line. Again next passages were presented in four
words per line. Last few passages were presented in
five words per line. Each passage was repeated in
number of lesson plans, until the students were able
to learn to read it in one glance of eye. The
participants were trained to eliminate the habit of
word-by-word reading, and used the chunks or blocks
of words as a unit of reading. However it was
dependent upon the text, that, how much words per
line could be read by the students as a unit of reading.
2.1 Research Instruments
For collecting data in this study, test for reading skills
and achievement test in English were prepared after
extensive study of the literature under the guidance of
experts. Word correct per minute (WCPM) measure
was used as a measure for reading speed of the
students. This technique was used and recommended
by Deno&Mirkin’s (1977) and Good & Kaminski
(2002). For pilot-testing, the research instruments
were administrated among the students other than the
selected sample. The research instruments were
refined in the light from feedback of pilot testing. The
validity of instrument was ensured by using
judgmental validation by committee of experts. The
split-half method (odd-even items) was used to test
the reliability of the tests given to sample students.
The coefficient of reliability was determined through
the use of spearman-brown prophecy formula,
estimating reliability from the comparable halves of
iv) Knowledge of vocabulary: Vocabulary is
essential for comprehension of the written material.
Proceedings of ISER 6th International Conference, Sydney, Australia, 12th September 2015, ISBN: 978-93-85465-99-4
13
Impact Of Speed Reading Intervention On Students’ Learning Second Language
During this study,the participants of experimental
group were provided with list of words related to text
passages. They were provided practice to learn new
words prior to learning new technique of speed
reading in daily lesson plans.
for learning new techniques of reading (control on
eyes, reading blocks of words and expanding eye
vision).They were provided with written material for
learning to read in new way.Daily teaching
intervention to experimental group included model
reading by the teacher, then practice by the students,
reading by accelerated reader and group reading,
finally 5 to 10 minute reading using time pressure.
v) Reading rate: The participants of the
experimental group were trained to read under time
pressure. Reading rate is determined by the number
of stops human eyes made per line. They were trained
to read by making few stops per line. Actual reading
is done when human eyes are still. By using
combination of above-mentioned techniques students
were trained to read with speed, accuracy and
comprehension.
These techniques were used along with the
supplementary repeated reading and guided oral
reading techniques for providing opportunities for
students to practice new skills.Speed reading
intervention was provided to the students of
experimental group for 14 weeks, while the students
of control group were not provided with speed
reading intervention. And both experimental and
control group were kept studying English as a subject
in their usual classes.
Daily lesson plans covering a variety of speed reading
techniques and activities were used for teaching how
to improve reading skills. Time 10 to 15 minutes
were allocated for vocabulary practice on daily basis
using word lists (of text related words). The
participants practiced these words before taking part
in next activity.Time 20 to 25 minutes were allocated
2.3 Data Collection& Analysis
Before starting the experiment, reading skills test
along with WCPM were administered among sample
students. After an intervention of 14 weeks, the same
research instruments were again administered to the
sample of study. The scores of students in both
groups provided data for the study.
Reading skill test consisted upon 40items. Each
correct response was given 1 score. Total score of this
test was 40. WCPM measure was scored by
measuring the reading speed of the students under
time pressure. Words correct per minute read by
student were counted. Written materials from the text
books of 8th and 9th gradewere taken and students
were asked to read under time pressure, mistakes
made by students were ticked and at the end of
allocated time, correct words read by students were
counted.The data collected through reading skill test,
word correct per minute (WCPM) measure
wereanalysedthrough SPSS version 21.
III. RESULTS AND DISCUSSION
Table 1: Significance of difference between the mean reading skills score of experimental group and control group on Pre test &
Post-test
*p<0.05
Table 1 shows that there was no significant (p>0.05)
difference between mean score of experimental group
(23.5) and mean score of control group (23.4) in
reading skill on pre-test. However, there is significant
difference (p<0.05) between the mean score of
students of experimental group (31.22) and mean
score of students of control group (24.5) in reading
skill on post- test. Thus students of experimental
group outdid students of control group in reading skill
test after treatment.
Table 2: Significance of Difference between the Mean Reading Speed Scores of Students of Experimental Group and Control Group
on the Pre-Test& Post-test
Proceedings of ISER 6th International Conference, Sydney, Australia, 12th September 2015, ISBN: 978-93-85465-99-4
14
Impact Of Speed Reading Intervention On Students’ Learning Second Language
*p<0.05
Table 2 depicts no significant difference between
mean scores of experimental and control groups
(P>0.05) in reading speed on pre-test. Thus students
of both groups were almost at the same level of
reading speed before treatment.While there is
significant difference between the mean reading
speed scores of students of experimental group
(121.52) and mean reading speed scores of students
of control group (74.9) on post test. The students of
experimental group did much better than students of
control group in reading speed after treatment.
Table 3: Significance of difference between the mean academic achievement scores of students of experimental group and control
group on pre-test & Post test
*p<0.05
Table 3 depicts no significant difference (p>0.05)
between mean academic achievement score of
experimental group (16.6) and mean academic
achievement score of control group (16.9) on pre-test
in English. However, there is significantdifference
(p<0.05) between the mean academic achievement
scores of students of experimental group (45.1) and
mean academic scores of students of control group
(23.15) on post-test. Thus students of experimental
group out performed students of control group in
academic achievement after treatment.
correlation between reading fluency and reading
comprehension (Rasinski, Homan & Biggs, 2009;
Riedel, 2007). Experimental group outperformed the
control group in academic achievement at the posttest in academic achievement after treatment(Table
3). Bell (2001) and Iwahori (2008) studies revealed
that after receiving treatment in speed reading
students improved their reading rate as well as
general language proficiency.
The study showed gain for students of experimental
group in reading skill, reading rate and academic
achievement as measured through reading skill test,
word correct per minute (WCPM) measure and
achievement test. Students also developed positive
attitude towards reading in particular and English
language in general. The findings of present study
support the statement of Chung and Nation (2006)
that speed reading course must be a part of reading
instruction in classroom.
The characteristics of speed reading techniques such
as control on eye movement, reading blocks of words,
knowledge of vocabulary and expanding eye vision
proved their effectiveness in developing reading skill
and they added weight to automaticity theory, verbal
efficiency theory and segmentation theory.The
present study focused on the oral language
proficiency. Students’ speed in reading aloud was
considered only due to the fact that it can be
measured objectively. Students’ speed in reading
silently was not covered in this study.It is
recommended that future researcher use speed
reading for investigating the speed in reading silently.
DISCUSSION
Both the experimental and control groups were
compared on the variable of achievement on pre-test.
The results obtained from the statistical analysis
showed that no significant difference existed between
the two groups with respect to achievement in pre-test
i.e. reading skill test and word correct per minute
(WCPM) measure. Hence the students of both
experimental and control groups were at the same
level before the treatment.
The performance of the experimental group was
significantly better than that of the control group on
post-test (reading skill test). The difference between
the two means was statistically significant at 0.05
levels (Table 1). The experimental group was
significantly better in reading rate too.The difference
between two means is statistically significant(Table
2). Findings related to reading skill proficiency are in
line with Lai (1993) and Masuhara et al (1996) in
which students after using extensive reading as speed
reading strategy improved their reading skill
proficiency and reading rate. So far as the reading
rate is concerned, present study findings are in line
with earlier studies conducted by Kadota, Yoshida
and Yoshida (1999) and Macalister (2008) in which
students after using segmentation technique of speed
reading improved their reading rate much more than
those who did not use it. The other studies also depict
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