Time spent on reading and reading comprehension in second language learning

This study examined the relationship between time spent on reading and reading comprehension in a second language (L2). Eighty-one French-speaking learners of English, from beginners to advanced, were tested for reading comprehension in French and in English low-proficiency learners as well as for English grammar and vocabulary competence. Results showed low, non-significant correlations between time spent on reading English and English reading comprehension for low-proficiency learners, while correlations for high-proficiency learners were moderate and significant. The results suggest that if L2 reading is to enhance L2 reading development, it may not serve that purpose effectively for low-proficiency learners, whose working memory is still taxed by word decoding processes.