Repeated Reading Effect on Reading Fluency and Reading Comprehension in Monolingual and Bilingual EFL Learners

Abstract

This study aims to investigate how repeated reading can affect reading fluency and comprehension among monolingual and bilingual EFL students. It describes an 8-week quasi-experimental RR study carried out with monolingual and bilingual university level Iranian learners of English using improved reading comprehension testing procedures. Results suggested that the experimental group (n= 10 monolingual and n=10 bilingual) in general gained in reading fluency, and comprehended significantly more than the control group (n = 20). Conversely, the bilingual comprehension performance was significantly different and higher than monolinguals, although no significant differences have been found among monolingual and bilingual fluency.