Krista Rich, TESOL MA

Questions: Results: The measures were analyzed using a repeated measures

1. How does silent repeated reading (RR) analysis of variance (RM ANOVA) and paired samples T-tests.
influence the early reading behavior of Early reading measures
English-as-a-second-language (ESL)
students? p < .000
p < .000
2. How does silent RR influence the late
reading behavior of ESL students? p = .004

p < .000
Research gap: Previous related studies have…
1. taken place in EFL settings (i.e., where English is not spoken in the
surrounding community),
2. relied on self-reported times subject to human error (i.e.,
stopwatches), and So what?
3. not focused exclusively on silent RR. p < .000
ESL students can improve their
early reading significantly
p = .006 through RR. This means their
word recognition becomes more
fluent and natural.

Late reading measures

p < .000
p < .000

p < .000 p < .000

Participants: 30 intermediate-level ESL students (17 females, 13 males)

Method: The participant… So what?
p = .031*
1. sits down, and the eye-tracker is adjusted, calibrated, and validated.
ESL students can also improve
2. is instructed to read silently as quickly as possible while understanding
the story. p < .000 their late reading significantly
3. reads a short narrative text (~270 words) 3 times. through RR. This means their
4. answers 2 comprehension questions after the 1 and 3 readings.
st rd comprehension becomes more
5. repeats steps 4 and 5 for 3 unique short stories (a grand total of 9 fluent and natural.
readings). *With an adjusted critical p-value of .0166, this result is not significant.