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Reading & Writing
This article reports on the extensive reading (ER) component of a reading intervention programme to improve first-year students' reading proficiency. To make the intervention more practical and to accelerate improvement, an ER component was included in the programme. Two groups of first-year students (high-risk and low-risk) were required to read short stories and novels of their choice and to record their affective and cognitive experiences during the reading to submit as a portfolio. Indoi:10.4102/rw.v8i1.153 fatcat:ilnmv6vklbfrbongd2l3grigb4