Correlations and Clues: How are ER and Student Success Interwoven?

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Richard H Davis
Yu-chi Wang

Abstract

In our discussion of implementing Extensive Reading across all Freshman English courses at Feng Chia University, we work to establish a baseline for the empirical investigation of barriers to and facilitators of the success of the program, its teachers, and its students. Our first analysis of the initial program implementation in 2018-2019 focuses on words read by top and bottom readers, and their vocabulary attainment. It also identifies room for further investigation of reading proficiency by gender in college-based enrollments across the four levels.

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Extensive Reading World Congress Proceedings