2. Reading is probably the most important
skills for second language learners in
academic context.
3. “The greatest gift is the
passion for reading.
It is cheap, it consoles,
it distracts, it excites, it
gives you knowledge of
the world and
experience of a wide
kind. It is a moral
illumination.”
Elizabeth Hardwick, 2007
4. “The best way to improve your
knowledge of a foreign language is to
go and live among its speakers. The
next best way is to read extensively in
it”
(Nuttall, 168)
5. Reading effects all the other skills
Reading
Reading
comprehension
Speaking
Vocabulary,
grammar
Writing
(spelling,
grammar,
etc.)
Listening
6. And, among the 4 language skills, reading is the most
essential. And it effects all the other skills…
7. Most of of ELL have little confidence in their reading
abilities
They don’t read English on their own and naturally,
they won’t use it unless it’s a homework assignment.
What is the present situation?
12. When students are reading extensively
they READ:
Read quickly and
Enjoyably with
Adequate comprehension so they
Don’t need a dictionary
What is Extensive Reading?
13. Our working definition of "extensive reading" as
a language teaching/learning procedure is that it
is reading
(a) of large quantities of material or long texts;
(b) for global or general understanding;
(c) with the intention of obtaining pleasure
from the text…
(d) reading is individualized, with students
choosing the books they want to read,
(e) the books are not discussed in class.
13
Susser, B., & Robb, T. (1990). EFL Extensive Reading
Instruction: Research and Procedure. JALT Journal, Vol.
12, No. 2 (November 1990).
14. TYPE OF READING INTENSIVE EXTENSIVE
CLASS GOAL Reading accurately Read fluently
READING PURPOSE
Translate
Answer questions
Get information
Enjoy
FOCUS Words and pronunciation Meaning
MATERIAL
Often difficult
Teacher chooses
Easy
You choose
AMOUNT Not much A lot
SPEED Slower Faster
METHOD
Must finish
Use dictionary
Stop if you don’t like it
No dictionary
Chart contrasting intensive and extensive reading
15. 15
B. The Role of ER in Language Learning
• It can provide 'comprehensible input'
• It can enhance learners' general
language competence
• It increases the students' exposure
to the language
• It can increase knowledge of
vocabulary
• It can lead to improvement in writing
16. • It can motivate learners to read
• It can consolidate previously learned
language
• It helps to build confidence with
extended texts
• It encourages the exploitation of
textual redundancy
• It facilitates the development of
prediction skills
B. The Role of ER in Language Learning…. Cont…
17. Waring (1997) “As Extensive and Graded Reading
will help students to process words faster and they
will be better able to read intensively….
18. The concerns about reading abilities
derive not only from declining levels of
literacy in our schools but also from
recognition that the demands for high
levels of literacy are rapidly accelerating in
our society.
Why are so few of us doing it?
19. Why are so few of us doing it?
Arab child reads “six minutes” a year
in comparison to 12,000 minutes its
Western counterpart spend
Arab Thought Foundation’s Fikr/ 4th Annual Cultural report 2012
an Arab individual on average reads a
quarter of a page a year compared to the
11 books read by an American and seven
books by a British person.
1. Weak first language basis
20. Promote EXTENSIVE reading in learners’ native
language
Similar approaches are often used in classes of both
native and non-native readers.
21. Motivation is critical for reading in a second/foreign
language.
learners view reading in English as a school subject and
academic task…..
“Motivated students usually want to understand text content
fully and therefore, process information deeply. As they read
frequently with these cognitive purposes, motivated students
gain in reading comprehension proficiency” John Guthrie
2. Lack of motivation
26. 4. Assessment
our assessment should focus on reading behaviour and use of
reading Strategies rather than the content of books which have
been read.
ER not linked to the syllabus and the examination.
27. 5. Reading Materials..
Availability and Suitability
Students need a large quantity of engaging,
approachable, readily available materials if
they are to read extensively.
..should most often be at students’
independent reading level
..should most often be at students’
interest level
28.
29. Publishers’ Series by EPER Level
(available in PCCU library)
EPER LEVEL
(headwords)
TOEFL
TOEFL – ibt
TOEIC
GEPT
CEF
PUBLISHER
SERIES
G
Starter
(300)
A1
F
Beginner
(400-500)
A1
E
Elementary
(600-800)
350
A2
D
Low Interm
(1000-1200)
390-400
90+
350+
Elementary
A2
C
Intermediate
(1500-1600)
457
137+
550+
Intermediate
B1
B
Hi Interm
(1700-1900)
480
---
---
Intermediate
B1
A
Advanced
(2000-2200)
527
197+
750+
Hi-Intermediate
B2
X
Bridge
(3000)
550-560
220
880
Advanced
C1
Penguin Readers Level 1 Level 2 Level 2 Level 3 Level 4 Level 5 Level 5/6
Oxford Bookworms
Black Series
Starter Stage 1 Stage 1-2 Stage 2 Stage 2-3 Stage 3-4 Stage 4-5 Stage 6
CAMBRIDGE
English
Readers
Starter Level 1 Level 2 Level 2 Level 3 Level 4 Level 5 Level 6
CAMBRIDGE
Discovery
Readers
Starter Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
31. 6. Enthusiasm
Lack of understanding of ER and its benefits.
Resistance from teachers, who find it impossible
to stop teaching and to allow learning to take
place.
33. Do These Approaches Really ‘Teach’ Reading?
Can you ‘teach’ reading in limited class time?
Don’t we sometimes teach how to ‘avoid’ actually
reading?
Is there ever going to be one method that suits all our
diverse learners?
34. Libraries are poorly equipped and rarely visited
Role of school librarians
collaboration between the classroom teacher and
the librarian
8. Using the Library
35. Go to the
Library
Browse
through stack
to find a book
that interests
you
Decide on
book and
read it in the
library
Begin
reading it
everyday;
Keeping a log
of your
reading
Write the log
online in English
in the Discussion
Forum about the
story, character
or anything
related to
the story
15 - 20 minutes 20-30 min/
7 days/week
Weekly log into
Discussion Forum
For example:
(1)Have you had a similar experience in
your lifetime?
(2)Do you like the protagonist? Why ?
If you find that the
book is not
interesting, return and
find another one.
You can choose
to borrow books
home or read
inside the library.
What do students do next?
36. Technology has undoubtedly changed what people
read, how they read, and when they read.
Features of eBook
Internet
9. Using technology
37. Content-area teachers need to be engaged in a
unified approach to literacy instruction in which
they acquire proficiency in two to four high-
impact strategies/practices that they then use
consistently within their areas of instruction.”
(Sharon Vaughn)
10.Involve content teachers in teaching
Reading
38. 10. T’s role:
Explain aims, methodology, importance
Discuss Ss worries, fears beforehand
Guide Ss to get most out of reading
Motivate and encourage with before,
during & after reading activities
Teachers need to be familiar with various approaches
to teach reading so that teachers can make a wise
choices about how to teach
39. READING IS NOT MAGIC
IT REQUIRES:
The desire to improve your students reading
skills
The willingness to try new techniques in
teaching reading
The motivation to practice reading
40. “If you want children to read well,
they must read a lot.
If you want children to read a lot,
they must read well.”
