Effects of extensive reading on reading fluency and reading comprehension of primary grade students in Bhutanese ESL context

Abstract

This study explored the effects of extensive reading on reading comprehension and reading fluency of Bhutanese primary grade students. The participants were 16 fourth grade students in one of the primary schools in Bhutan. The study involved 12 weeks of extensive reading instruction. Participants were introduced to extensive reading, acquainted to selecting appropriate books, and a large number of graded readers with enjoyable content were supplied, and participants read as many books as they could. For the quantitative data, pre-and post-test results of reading comprehension and reading fluency were compared using the Wilcoxon signed-rank test. For qualitative data, semi-structured interviews and reading log responses were analyzed to determine the impacts of extensive reading instruction and to explore students' opinions toward it. The findings showed that the English reading fluency pre- and post-test mean scores differed significantly (p<.05). There was also a significant difference (p<.05) in the English reading comprehension pre- and post-test mean scores. Similarly, the qualitative findings from reading logs also depicted drastic improvement in reading fluency and reading comprehension scores in the final week. The semi-structured interview responses revealed that almost all the students preferred choosing books on their own. Students preferred books that are appropriate with pleasurable content. Some students liked reading books at home while some of them favored school. The responses also showed students improvement in reading fluency, reading comprehension, reading motivation, vocabulary, and writing. The findings suggested extensive reading instruction be implemented in other Bhutanese second language learning classrooms due to its massive gains in developing language proficiencies of young learners.