Extensive reading effects are larger when some form of accountability for reading is included¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Interventions holding students accountable for their reading (e.g., logs, tests) showed larger effects than those without accountability (d = 0.51 vs. d = 0.01; Q = 8.72). → Sangers 2025

Evidence¶

Sangers 2025¶

Sangers, N. L., van der Sande, L., Welie, C., Dobber, M., & van Steensel, R. (2025). Learning a Language Through Reading: A Meta-analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10068-6

q3 · i2 · quant-synthesis · r2

Moderator subgroup analysis over all effect measures combined (Table 3). Interventions including accountability (k = 59) yielded d = 0.51 versus d = 0.01 without accountability (k = 23), a significant moderator (Q = 8.72**). Most interventions included accountability (k = 59, 72%), e.g., reading logs or short tests about the book.

"Accountability Yes 59 0.51*** 0.09 [0.35–0.68] 8.72**"

Discussion¶

Related Claims¶

• Extensive reading effects are larger when learners' text choice is limited (e.g., by reading level) — related