The Impact of Timed Reading Activity on Iranian EFL learners Reading Speed, Comprehension, and Attitudes at Intermediate Level

Molood Mahdizadeh, Naeemeh Aminafshar


Learning English is one of the most important activities around the world. Learning a language includes a number of skills and sub-skills. Reading is one of the skills of language learning, and it is the focus of the present study. Comprehension and speed are two main parts of the reading skill. The main aim of this study is to investigate the effects of timed reading activity on speed, comprehension and the attitudes of English learners regarding the use of timed reading activity. To this aim, a pre-test, a post-test and a questionnaire were used to gather data. 40 intermediate language learners participated in this study, and they were divided into two groups; experimental and control groups. Timed reading activity was employed as the treatment for the experimental group. The collected data revealed that the treatment had effect on the reading speed of the participants in the experimental group. Moreover, the data indicated that the timed reading activity was not highly effective to develop the reading comprehension skill of the language learners. And the results of the questionnaire indicated that a large number of the participants had positive attitude toward the timed reading activity.


Timed Reading, Reading Comprehension, Reading Speed, Reading Attitudes, Learning

Full Text:



Chang, A. (2010). The effect of a timed reading activity on EFL learners. Reading in a Foreign Language, 22(2), 284-303.

Chastain, K. (1998). Developing second language skills (2nd Ed.). Chicago: Harcourt Brace Publishers.

Chung, M. (2010). The effect of a speed reading course: A replication. Asian Journal of English Language Teaching, 20, 95-116.

Fazeli, H. (2010). Some Gaps in the Current Studies of Reading in Second/Foreign Language Learning. Language In India. 10, 373-385.

Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.

Hall, S. L. (2006). I’ve DIBEL’d, now what?. Longmont, CO: Sorpis West.

Meyer, M.S., Felton, R.H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.

Miller, D. (2007). Making the most of small groups: Differentiation for all. Ontario, Canada: Pembroke.

Nuttall, C. (1996). Teaching Reading Skills in a foreign language. Oxford: Heinemann.

Quinn, E., & Nation, P. (1974). Speed reading. Wellington, New Zealand: Victoria University Book centre.

Rasinski, T. V. (2004). Creating fluent readers. Educational Leadership. March, 46-50.

West, M. (1953). A general service list of English words. London: Longman.

Wolf, M., & Katzir-Cohen, T. (2001). Reading Fluency and Its Intervention. Scientific Studies of Reading, 5, 211-239.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the '' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.