A Comparative Analysis of Rapid Reading Instruction on ESL Learners’ Speed and Comprehension

This study was a 14 week experiment designed to investigate several English as a Second Language rapid reading instructional questions. In particular, three questions were addressed: 1) What effect does rapid reading instruction have upon ESL learners’ reading speed and comprehension?, 2) How does rapid reading instruction affect the reading speed and comprehension of intermediate and advanced ESL learners?, and 3) How does rapid reading instruction affect ESL students from different L1 orthographies, specifically Roman alphabetic languages versus non-Roman alphabetic languages? Final results indicated that rapid reading instruction did not significantly affect ESL learners’ reading speeds or comprehension. However, statistical results did suggest that rapid reading interactions with L2 level of proficiency and L1 orthography were significant for reading comprehension and for reading speed. A final description of rapid reading instructional methodology and examples of general reading fluency skills activated in the study are included.

Thesis Author: Johnson, Garth B.

Year Completed: 1998

Committee Members: Mark W. Tanner, Cheryl Brown

Thesis Chair: C. Ray Graham