Speaker
Description
This presentation introduces a community-based extension to speed reading practice designed to improve student motivation for reading fluency exercises. By shifting responsibility from the teacher to the learners, students work together to check answers, justify comprehension, and confirm results as a class. Attendees will learn how to implement this collaborative fluency practice to support faster, more confident reading in EFL classrooms.
References
Quinn, E., Nation, I. S. P., & Millett, S. (2007). Asian and Pacific speed readings for ESL learners (1000-word level) (ELI Occasional Publication No. 24). Victoria University of Wellington.
Tabata-Sandom, M., Banno, E., & Watanabe, T. (2023). The integrated effects of extensive reading and speed reading on L2 Japanese learners’ reading fluency. Journal of Extensive Reading, 10(1).
Abstract
Extensive reading programs are often a key component of Japanese university EFL classes. However, many students read slowly, and aim to understand every detail, which can inhibit the development of reading fluency and reduce motivation. Prior research has shown that integrating speed reading into extensive reading courses can significantly aid in fluency development for Japanese university students (Tabata-Sandom, Banno, & Watanabe, 2023).
However, students may initially show low motivation when speed reading is introduced. This practice of extending speed reading into a community-based classroom practice was developed to improve motivation. Building on speed reading principles (Nation, 2005; Quinn, Nation, & Millett, 2007), the extension shifts responsibility from the teacher to the students. Learners work in small groups to justify their reading comprehension answers, and confirm results as a class, creating a shared learning environment that supports engagement and accountability.
This approach makes new forms of learning possible by extending fluency practice with peer interaction and collective responsibility. Students are encouraged to focus on overall meaning rather than word-by-word decoding, while peer support reduces anxiety and increases enthusiasm. Minimizing the teacher’s role further promotes learner autonomy and shared ownership of the practice.
In this presentation, attendees will learn how to implement this community-based speed reading extension in their own classrooms. The session will include step-by-step procedures, sample materials, and practical tips for facilitating peer checking, class confirmation, and student-led fluency practice. The presentation shows how reading fluency development can be supported through collaborative learning practices.
Keywords
reading fluency
speed reading
peer collaboration
Short summary
This presentation introduces a community-based extension to speed reading practice designed to improve student motivation for reading fluency exercises. By shifting responsibility from the teacher to the learners, students work together to check answers, justify comprehension, and confirm results as a class. Attendees will learn how to implement this collaborative fluency practice to support faster, more confident reading in EFL classrooms.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Meaningful reading fluency: A communicative extension task |