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

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

Subclaims¶

q3 i2 Interventions limiting students' text choice (e.g., based on reading level) showed larger effects than interventions without limitation (d = 0.73 vs. d = 0.22; Q = 10.52). → 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 · r?

Moderator subgroup analysis over all effect measures combined (Table 3). Interventions with text limitation (k = 25) yielded d = 0.73 versus d = 0.22 without limitation (k = 57), a significant moderator (Q = 10.52**). The article notes most interventions did not limit text choice (k = 57, 70%).

"Text limitation Yes 25 0.73*** 0.13 [0.48–0.99] 10.52**"

Discussion¶

Related Claims¶

• Extensive reading effects are larger when some form of accountability for reading is included — related
• Extensive reading effects are larger when sample members have different first languages — related