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The orthographic system of Japanese is unique in using two types of syllabaries and logographs, which renders mastering reading in Japanese difficult, in particular to learners from alphabetical language backgrounds. This difficulty is exacerbated when learners of Japanese proceed to advanced-levels and begin to read demanding expository and academic texts. This study examines fluency development in reading instruction targeting advanced-learners of Japanese who learned to read expository texts in genres such as history and economics. Specifically, it investigates the effects of speed reading and extensive reading as fluency development instructional practices. Quantitative analyses show that the practice of speed reading significantly increased participants’ reading rates for both specially prepared and authentic expository texts. Qualitative analyses demonstrate that the practice of extensive reading dramatically revitalized the participants’ previously dwindling motivation to read in Japanese.
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