Comparison of the Effects of Timed Repeated Oral Reading of Partner Reading Versus Independent Reading Groups on Reading Fluency of Young Korean EFL Learners

This article presents the effects of timed repeated oral reading of partner reading and independent reading groups on their reading rates, comprehension and accuracy, and also compares improvements in reading fluency skills that the partner reading and independent reading groups made through the reading intervention. Overall, the young EFL learners in both groups improved their reading fluency skills after receiving timed repeated oral reading practice, but it was difficult to tell which group gained more in terms of their reading rates, comprehension and accuracy through the reading intervention. In sum, L2 instruction should incorporate reading activities that can help young L2 learners develop their reading fluency skills right from the early stages of their language development.