An investigation of extensive reading with remedial students in a Philippines secondary school |
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| Institution: | 1. Department of Physics and Astronomy, University of Calgary, Calgary, AB, Canada;2. Department of Medical Physics, Tom Baker Cancer Centre, Calgary, AB, Canada;3. Department of Oncology, University of Calgary, Calgary, AB, Canada;1. Faculty of Economics, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033, Japan;2. School of Political Science and Economics, Waseda University, 1-6-1 Nishiwaseda, Shinjuku-ku, Tokyo, 169-8050, Japan;3. Institute of Social Science, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033, Japan;4. College of Policy and Planning Sciences, The University of Tsukuba, 1-1-1 Tennodai, Tsukuba-shi, Ibaraki, 305-8577, Japan;1. Department of Economics, Statistics and Finance, University of Calabria, Italy;2. Institute for the Study of Labor (IZA), Bonn, Germany;1. Department of Psychology, The Chinese University of Hong Kong, Hong Kong;2. Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong;3. Brain and Mind Institute (BMI) and Department of Psychology, The Chinese University of Hong Kong, Hong Kong and Freiburg Institute for Advanced Studies (FRIAS), University of Freiburg, Germany;1. Department of Early Childhood Education, The Education University of Hong Kong, New Territories, Hong Kong;2. Department of Psychology, The Chinese University of Hong Kong, New Territories, Hong Kong;1. Haskins Laboratories, United States;2. School of Psychology, University of Dundee, UK |
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| Abstract: | This chapter reports a 6-month study that used a matched-pairs pre-test, post-test control group design to evaluate the effectiveness of extensive reading with remedial reading students in a Philippines secondary school (n=60). Ninety percent of students at the school come from low-income homes where reading materials tend to be scarce. The dependent variable, reading proficiency, was assessed using the Informal Reading Inventory and the Gray Standardized Oral Reading Test. Each day, both groups received the same 40 min of English instruction, plus a remedial class. In their remedial class, the control group studied via a traditional approach, emphasizing intensive reading and phonics. For the extensive reading group, the remedial reading class involved reading self-selected materials and doing a variety of post-reading activities. Results suggest that extensive reading led to greater gains than traditional reading instruction. Details on how extensive reading was implemented and a rationale for extensive reading are provided. |
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