Abstract
This article reports the effects of a 4-week summer reading programme on learners' reading comprehension, reading speed and writing development. Graded readers and short passages were used to supply comprehensible input to 226 subjects (grades 7–9) from Hong Kong secondary schools. Results show that there was improvement in all three areas tested for those subjects who had reached a certain level of proficiency. Depending on teacher's emphasis, the quantity of reading done had a significant relationship with reading comprehension gains in one course and with reading speed in another course. These results are discussed in the context of the local sociolinguistic environment.
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