User:Faith.barnhill/Extensive reading

Extensive Reading

Extensive Reading (ER) is the process of reading longer easier texts for an extended period of time without a breakdown of comprehension, feeling overwhelmed, or the need to take breaks. It stands in contrast to intensive or academic reading, which is focused on a close reading of dense shorter texts, typically not read for pleasure. Though primarily a teaching strategy to promote second language development, ER also refers to free voluntary reading and recreational reading that happens both in and out of the classroom. ER is based on the assumptions, that we learn to read by reading. Implementation of ER is often referred to as Sustained Silent Reading (SSR) or free voluntary reading; and used in both the first (L1) and second language (L2) classroom to promote reading fluency and comprehension. In addition to fluency and comprehension ER has other numerous benefits for both first and second language learners, such as greater grammar and vocabulary knowledge, increase in background knowledge, and greater language confidence and motivation

Tenets & Benefits

ER Pamphlet created by the Extensive Reading Foundation

The basic premise of ER is that learners read as much as possible from materials of their own choosing. Richard Day, chairman and co-founder of The Extensive Reading Foundation, has outlined eight additional tenets of ER. He explains that the first two principles lay the foundation for ER since they address the types of material to be read. The first two tenets state that the reading material should be easy and varied in topic and style. The main reason being that learners should be engaged and motivated by the reading material. Texts that are too challenging or uninteresting will not be read and do not support the third and fourth principles that states reading speed is faster rather than slower and the main purpose of reading is pleasure. Tenets five states that the act of reading is individual and silent though not all ER programs follow this with many including read alouds and group readings. He explains that since reading is its own reward, as stated in principle number six, there need not be quizes, tests, or comprehension question afterwards, though there can and should be some form of follow-up activity. Finally, with the last two principles he directs his attention towards the teacher. In tenet seven he states that the teacher is a role model of a who and what a reader is. In tenet eight he says that the teacher should guide the students by explaining the purpose of ER, since it differs so much from traditional classroom reading.

Improved vocabulary

Motivation

Improved reading comprehension

[Original Text]

Free voluntary reading refers to using extensive reading in language education. Students are free to choose a book that they like and are allowed to read it at their own pace. The aim of a free voluntary reading program is to help students to enjoy reading, so assessment is usually minimized or eliminated entirely.

The idea behind extensive reading is that a lot of reading of interesting material that is slightly below, at, or barely above the full comprehension level of the reader will foster improved language skills. Graded readers are often used. For foreign-language learners, some researchers have found that the use of glosses for "difficult" words is advantageous to vocabulary acquisition (Rott, Williams & Cameron 2002) but at least one study finds it has no effect (Holley & King 2008). A number of studies report significant incidental vocabulary gain in extensive reading in a foreign language (Huckin & Coady 1999). Advocates claim it can enhance skill in speaking as well as in reading.

Day and Bamford (1988), pp. 7–8 gave a number of traits common or basic to the extensive reading approach. Students read as much as possible. Reading materials are well within the reader's grammatical and vocabulary competence. The material should be varied in subject matter and character.

Students choose their own reading material and are not compelled to finish uninteresting materials. Reading material is normally for pleasure, information, or general understanding; reading is its own reward with few or no follow-up exercises after reading; reading is individual and silent. Reading speed is usually faster when students read materials they can easily understand.

Nation (2005) suggests that learning from extensive reading should meet the following conditions: focusing on the meaning of the English text, understanding the type of learning that can occur through such reading, having interesting and engaging books, getting learners to do large quantities of reading at an appropriate level, and making sure that learning from reading is supported by other kinds of learning. In order to meet the conditions needed for learning from extensive reading at the students’ proficiency levels, it is essential to make use of simplified texts (Nation, 2005).

The teacher is a role model who also orients the students to the goals of the program, explains the idea and methodology, keeps records of what has been read, and guides students in material selection and maximizing the effect of the program.

Some recent practitioners have not followed all of these traits, or have added to them, for example, requiring regular follow-up exercises such as story summaries or discussions and the use of audio materials in tandem with the readings (Bell 1998).

References

Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly 52(1), 73-89.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge Applied Linguistics.

Krashen, S. (2004). Free voluntary reading: New research, applications, and controversies. RELC Conference.

Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly 49(1), 6-37

Greenberg, G., Rodrigo, V., Berry, A., Brinck, T., & Joseph, H. (2006). Implementation of an extensive reading program with adult learners. Adult Basic Education, 16(2), 81–97.