TOEIC continues to be an important test in Asia and TOEfC preparation classes are as popular as they have ever been. Little research has been done, however, to determine the most effective ways to help students prepare for this test. This study sought to analyze the impact of explicit TOEIC instruction when supplemented with Silent Sustained Readi ng (SSR) and an online vocabulary learning program. Four combinations of these practices were tested: ( I) explicit instruction supplemented by online vocabulary instruction, 2) a combination of explicit instruction, SSR and online vocabulary practice, 3) explicit instruction supplemented by SSR, and 4) expli cit instruction on ly. Total time for instruction and practice were kept constant among the four groups. Due to between-group differences on pre-test TOEIC scores, an ANCOVA analys is was used. On total TOEIC scores, all groups made sign ificant and statistically eq ual gains. However, on an analysis of the reading portion of the TOEIC resu lts, group 2 (combination of explicit instruction, SSR, and online vocabulary practice) outperformed group 4 (exp licit practice only group). The author concludes that the combination of all three practices had a synergistic effect on the reading portion of the test and led to superior gain s.

This study explores the effects of reading material types in sustained silent reading on Korean EFL learners, focusing on their reading speed and comprehension. Reading materials are divided into four types: longer texts with Korean vocabulary glosses, longer texts without the glosses, short texts, and a mixture of the three text types. For this research, an seven-month-long sustained silent reading program was developed for high school students. The participants were divided into four groups according to the types of reading texts they were to read. The reading rates and reading comprehension were measured before and after the program was implemented. The results were as follows: First, the gain in reading rates was most noticeable in the group reading longer texts with the vocabulary glosses. Second, there was a statistically significant difference in reading comprehension before and after the program was implemented. The group which read a mixture of the three reading text types showed the most remarkable gain in comprehension. The findings of this study suggest the need for further research on the relationship between reading comprehension and reading rates, and how to incorporate sustained silent reading into the reading curriculum.