The Impact of Reading on Second Language Learning

Abstract

FIVE CRITICAL differences between first and second language learning were identified and discussed. It was hypothesized that the effect of these differences in formal education could be virtually eliminated by means of a reading program based on the use of an abundance of high-interest illustrated story books. A sample of 380 Class 4 and 5 pupils from eight rural Fijian schools with very few books was selected, and each class was provided with 250 high-interest story books in English. The 16 participating teachers were given directions in two different methods of encouraging the pupils to read the books. Preand posttests were given to all pupils and to matched control groups of 234 pupils who followed the normal structured English language program, which puts little emphasis on reading. Posttest results after eight months showed that pupils exposed to many stories progressed in reading and listening corfiprehension at twice the normal rate, and confirmed the hypothesis that high-interest story reading has an important role to play in second language learning. After 20 months, the gains had increased further and spread to related language skills.