Evaluating Extensive Reading Speed and Words Read with IELTS Reading Scores.

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Bibliographic Details
Title:	Evaluating Extensive Reading Speed and Words Read with IELTS Reading Scores.
Authors:	Junn, Hanon¹ hanonjunn@gmail.com
Source:	Reading in a Foreign Language. Mar2025, Vol. 37 Issue 1, p1-24. 24p.
Subject Terms:	Reading speed, International English Language Testing System, Educational outcomes, Literacy, Word recognition, Digital learning, *Higher education, Quantitative research
Abstract:	This evaluation report examines extensive reading (ER) speed and words read by students at a Japanese university using a digital ER platform called Xreading and compares them to standardized test reading performance using the International English Language Testing System (IELTS). The study focuses on first- and second-year students who participated in ER for one year in an academic reading and writing class. The research combines quantitative data on reading speed and words read with their IELTS reading performance over two testing points during the academic year. The findings indicate significant reading progress in reading speed and words read. Total words read showed a moderate correlation with IELTS reading scores; however, no significant correlation was found between increased reading speed and IELTS reading score changes across semesters. Based on the findings, the study concludes with future implications to improve and streamline the ER program for better results and participation. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This evaluation report examines extensive reading (ER) speed and words read by students at a Japanese university using a digital ER platform called Xreading and compares them to standardized test reading performance using the International English Language Testing System (IELTS). The study focuses on first- and second-year students who participated in ER for one year in an academic reading and writing class. The research combines quantitative data on reading speed and words read with their IELTS reading performance over two testing points during the academic year. The findings indicate significant reading progress in reading speed and words read. Total words read showed a moderate correlation with IELTS reading scores; however, no significant correlation was found between increased reading speed and IELTS reading score changes across semesters. Based on the findings, the study concludes with future implications to improve and streamline the ER program for better results and participation. [ABSTRACT FROM AUTHOR]
ISSN:	02642425
DOI:	10.64152/10125/67485