Extensive reading why bother

Finally, one key issue is the availability of materials: where does one find level- and age-appropriate materials for students? What about finding materials that are interesting for students? As we know, young students may have little familiarity with tools such as paper books.

Indeed, they may be more used to tools like videos, apps and social media, which may not only make them sceptical of books, but also present typically shorter content, requiring cognitive engagement for shorter periods of time. How can you go about implementing ER in the classroom? Well, ER programmes are often based on so-called Sustained Silent Reading SSR or Drop Everything and Read DEAR , in which students choose a book or other reading materials that they like with the help of their teacher and either read it at home or during allocated classroom time.

Should we use graded or authentic materials? Graded readers may be original stories, but many of them are also adaptations of literary works: examples of open-access graded readers are available via the English e-Reader website.

With these books, the risk of learners getting discouraged is lower, as the language should be understandable. Doubts exist regarding whether graded readers provide sufficient quality of input for language acquisition, though based on Allan , these books do in fact show enough features of authenticity to be valuable for language learners. Given that learners may not be used to reading extensively and they may not be overly familiar with books, it may be a good idea to vary the sources and tools used in ER programmes.

Firstly, students may use tools they are comfortable with, such as e-book readers, tablets or mobile apps for reading. These can include ones for audiobooks, which are particularly useful for easing learners into the habit of following a story and can be listened to when students are on the move.

Thirdly, learners can be encouraged to use online tools to find out more about a book before they decide to read it: for example, they can read reviews on Goodreads or watch a few pre-selected videos reviewing the books. This can also be done in their L1 to some extent. Allan, R. Oxford: Oxford Academics. Day, R. Reading in a Foreign Language 14 2. Language Testing 36 — Watkins, P. Cambridge: Cambridge University Press. Current preferences. Third Party Cookies. This site is intended for healthcare professionals.

TESOL ' Long Beach, California. Krashen, S. The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.

Moffett, J. Harmonic learning: Keynoting school reform. Palmer, H. Principles of language-study. London: Harrap. Reissued in by Oxford University Press.

Skip to main content. Why Bother? Extensive Reading: What Is It? May The Language Teacher - Issue Writer s :. Day, University of Hawaii. Extensive reading could be: the main focus of a reading course with a combination of, for example, work with a class reader i. Characteristics of Successful Extensive Reading Programs Summarizing the results of 80 years of first language reading research, James Moffett notes that "the more schools approximate the authentic reading and writing circumstances in which literacy is practiced outside of school, the more they succeed" , p.

Reading Materials: Simplified vs. The Real Meaning of Authentic At the same time, equating "authentic" with "written by and for native speakers" is itself a logical fallacy.

Janet Swaffar clears up this point in no uncertain terms: For purposes of the foreign language classroom, an authentic text. Conclusion In this article, it is argued that large amounts of self-selected, easy and interesting reading should be the underpinning of all foreign language reading instruction.

References Day, R. Extensive reading in the second language classroom. Cambridge: Cambridge University Press. Dupuy, B. Bringing books into the classroom: First steps in turning college-level ESL students into readers. Honeyfield, J. Mikulecky, B. A short course in teaching reading skills. Reading, MA: Addison-Wesley. The scientific study and teaching of languages. Swaffar, J.

Reading authentic texts in a foreign language: A cognitive model. The Modern Language Journal, 69 1 , Tomlinson, B. Authentic versus graded. EFL Gazette. West, M. Learning to read a foreign language 2nd ed. Why Bother? In everyday life, to read extensively means to read widely and in quantity.

In the early part of this century, extensive reading took on a special meaning in the context of teaching modern languages. Extensive reading is generally associated with reading large amounts with the aim of getting an overall understanding of the material.

Readers are more concerned with the meaning of the text than the meaning of individual words or sentences. The main focus of a reading course with a combination of, for example, work with a class reader i. Some students have particular goals, for example, academic reading proficiency for which skills such as notetaking and skimming must also be practiced.

Extensive reading is not necessarily the entire answer to the teaching of reading. Some students will need special help with certain reading subskills; others will need extra encouragement to read, and assistance in choosing enjoyable books at a suitable linguistic level.