The teaching of reading in English in Taiwan: A case study involving sustained silent reading

Abstract

Krashen (1992) has proposed an approach to the teaching of reading in second/ foreign languages which he refers to as 'free voluntary reading' (FVR). This is essentially in-class 'sustained silent reading' (SSR) conducted according to a number of 'principles'. This approach has now been used for several years in various institutions in Taiwan. The aims of the research reported here were (a) to evaluate, in the context of an English reading program conducted in a Taiwanese educational institution, the effectiveness of this approach in relation to both reading comprehension development and attitudes towards reading in English, and (b) to determine whether there was any correlation between the effectiveness of the program in particular instances and students' learning styles. The results indicate that although the students who were involved in a free voluntary reading program did express increased interest in reading in English and although their progress (in terms of reading comprehension development) matched that of students following a different reading program after one year, their progress after two years of exposure to the programme was significantly lower than that of the students following a skills-based reading program. No correlation was found between student learning style preferences and the effectiveness of the free voluntary reading program.