The effect of extensive reading on Algerian university students' writing performance

Abstract

This paper investigates the effect of extensive reading on first year Algerian university students' writing performance. An experiment was designed with two groups. The experimental group had to read 12 stories over three months. The control group received no treatment. Both groups were pre-tested and post-tested, and the subjects' writing compositions were marked using the TEEP Attribute Writing Scale. The results suggest a positive effect of the Extensive Reading Programme, as the experimental group outscored the control one on the narrative paragraph writing test. The integration of extensive reading into the first year writing syllabus was proposed.