Effects of ER on L2 Reading in a Coordinated Curriculum 1

The purpose of the current study is to investigate the relationship between in-class strategy training, extensive reading and measurements of reading proficiency. The study was designed to examine the effect of extensive reading on L2 reading proficiency through a statistical analysis of standardized test scores and ER total words of 104 Japanese beginners in four classes within a coordinated curriculum. Research findings showed that there is an increase in reading scores ranging from 3.9 to 15.7 points in the four classes indicating that, in conjunction with other reading activities (e.g., in-class strategy training), reading over 100,000 words a semester helped the Japanese students to develop their L2 reading ability.