Above all, however, extensive reading should be a student-centred and a student-managed activity. An increase in reading fluency should be another objective.
The teacher should also be careful to explain the reasons behind the programme, and to highlight the benefits of extensive reading to them so that they know why they are doing it. The teacher can also read aloud to students, as a way of introducing students to different genres or individual books.
The activities can also help students improve their writing or speaking ability. Silent reading in class Extensive reading should not be incompatible with classroom practice and methodology.
This is partly due to the way reading is approached in the language class. Motivation One of the key factors to the success or not of an extensive reading programme is motivation.
For this reason, dictionaries should be avoided. In an extensive reading programme, the students are reading principally for the content of the texts.
Instead of interrupting their flow, students should be encouraged to jot down the words they come across in a vocabulary notebook, and they can look them up after they have finished reading.
Setting up an extensive reading programme should not only lead your students to improve their reading proficiency and other language skills, but will hopefully enable them to take pleasure in reading for its own sake. Aims of extensive reading The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it.
If a note is also made of which books the students like, then the teacher can also recommend other books to the students. Occasional summaries oral or written can help with this as they show both that the students are reading and also that they understand what their books are about. The teacher as role model If the teacher is also seen to be a reader by the students, then they will be encouraged to read.
The Modern language Journal, 72, This positive experience should stimulate them to read more, increasing motivation, enjoyment and a desire to read.
In this way students are encouraged to read for pleasure and should become better readers. This silent reading has been said to help structural awareness develop, build vocabulary, and to promote confidence in the language. However, the books should not be too easy as this may well demotivate students, who feel they are getting nothing out of the books.
Having a classroom library and regularly encouraging students to borrow books to take home are some things which can help. Extensive reading out of class Teachers can do a lot to help students pursue extensive reading outside of the classroom.
Teachers can ask students about the books they are reading informally, and encourage occasional mini-presentations of the books or book reviews, but these should not seem like obligations to the students.
Because of this, reading should be a pleasurable activity for the student, promoted as much as possible by the teacher. Reading for pleasure and information Often students are put off reading when it is tied to class assignments. Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class.
An alternative approach Aims of extensive reading The characteristics of an extensive reading approach Motivation Conclusion The value of this intensive reading procedure, with its focus on the teaching of discrete reading skills has been questioned by some, who claim that teaching students reading strategies does not necessarily make them better readers.
Printer-friendly version In general, students learning to read in English do not like reading and they rarely read. The characteristics of an extensive reading approach Reading material Reading for pleasure requires a large selection of books be available for students to choose from at their level.
Another activity teachers can become involved in is individual counselling - this gives the teacher an opportunity to ask students about their reading experiences and can be done by the teacher while the rest of the class are silent reading. Use of dictionaries Reading becomes a chore if students think they have to stop and look up every word they do not understand in a dictionary.
Language level The vocabulary and grammar of the books that students read should not pose a difficulty.
Record keeping If the teacher takes an interest in and keeps record of what students are reading, then this can in itself encourage students.
These include gains in reading and writing proficiency, oral skills and vocabulary, an increase in motivation and positive affect. The teacher can talk in class about books that she or he has been reading, and if they are knowledgeable about the books in the class library, having read them, then they can make genuine recommendations to students about what to read.
If the materials available are interesting to the students, then they will be far more likely to want to read them.
There are teachers who set aside a regular fifteen-minute period of silent reading in class. Capturing student interest is the key.
If books are shelved in the classroom, students can also be given class time to browse and select books. These books should also be at a level appropriate to their reading ability.
As mentioned earlier, the texts should not be too difficult so students experience the frustration of not being able to understand the books.
It is widely believed that people become good readers through reading, and that learning how to read should mean a focus of attention on the meaning rather than the language of the text.
Setting up a class library is a good way to provide material for students, and because the books are kept in the actual classroom, there is a greater chance that they will be borrowed, and teachers also have more opportunities to refer to them during class.
Getting the extensive reading programme off to a good start is also vital.word meanings incidentally through reading, it’s important for learners to encounter a suitable number of unfamiliar words in a text, but what is a suitable number.
According to Liu and. Mermelstein: Improving EFL learners’ writing through enhanced extensive reading Reading in a Foreign Language 27(2) students than in the other studies noted above.
Want to read in a foreign language at the speed of a native? These 8 extensive reading activities are perfect for language learners who are teaching themselves! Investigating the Effect of Extensive Reading on EFL Learners’ Reading Attitudes at Hail University in KSA Lina Abedelqader Mohmmad Salameh Department of English, Hail University-PO Box:,City of Hail, Saudi Arabia Abstract.
The Reading Matrix Vol. 8, No. 2, September EFL LEARNERS’ RESPONSES TO EXTENSIVE READING: SURVEY AND PEDAGOGICAL APPLICATIONS Ming-yueh Shen.
Developing reading fluency: A study of extensive reading in EFL Yurika Iwahori Nirayama High School Blevins () claimed that ER is an effective approach to improving learners’ reading fluency. However, research has been limited to junior high schools and tertiary educational institutions.Download