@article{oai:icu.repo.nii.ac.jp:00004700,
 author = {Klassen, Kimberly and Allan, Tricia},
 journal = {語学研究},
 month = {Jan},
 note = {An extensive reading (ER) component of an academic skills course for first year
university Japanese L2 English readers is introduced. The rationale for ER is given:
students can enhance their general reading skills, including reading speed and global
comprehension, as well as improve word recognition automaticity. Course design draws
on Nation’s (2007) Four Strands for language development. Formative course evaluation
is carried out to investigate: whether the main attributes of ER are met, and to what extent
students benefit from ER. Data collection includes: word counts to determine amount of
ER accomplished; timed reading scores to determine reading speed improvement;
baseline vocabulary level testing; and student feedback. Preliminary data analysis
indicates: a large amount of reading accomplished by participants; a significant increase
in reading speeds; and a positive response to the course from students. The paper
concludes with a few directions for future course evaluation.},
 pages = {22--33},
 title = {Evaluating an Extensive Reading Course},
 volume = {33},
 year = {2019}
}