What research says about the power of reading.

Morcenet 4th NationalMorcenet 4th National
Conference, Jan. 16Conference, Jan. 16
What Research Says about the “Power of Reading”
MoRCE-Net Fourth National Conference,MoRCE-Net Fourth National Conference,
Marrakech, January 25-27, 2016.Marrakech, January 25-27, 2016.
Abdellatif Zoubair.Abdellatif Zoubair.
Email:Email: abdellatif.zoubair@gmail.comabdellatif.zoubair@gmail.com
Web:Web: www.zoubaireltcommunity.ac.mawww.zoubaireltcommunity.ac.ma /
www.zoubaireltcommunity.wix.com/eduresourceswww.zoubaireltcommunity.wix.com/eduresources

OutlineOutline
I. What reading
II. Terminology
III. Features of successful reading programs
IV. Research findings on:
a. Impact of reading on language performance
b. Impact of reading on personal development
c. Online reading
V. Implications for ELT?
VI. Bibliography

To reflect on (1)To reflect on (1)
 ““In teaching you cannot see the fruit of a day'sIn teaching you cannot see the fruit of a day's
work. It is invisible and remains so, maybe forwork. It is invisible and remains so, maybe for
twenty years.”twenty years.”
—— Jacques BarzunJacques Barzun (1907-2012)(1907-2012)

I. What reading?I. What reading?
1.1. “Reading in which learners read large quantities of
material that is within their linguistic competence”
(Grabe and Stoller, 2002)
2. "Extensive reading means reading in quantity and in
order to gain a general understanding of what is read. It
is intended to develop good reading habits, to build up
knowledge of vocabulary and structure, and to
encourage a liking for reading."
(Richards, 2010)

II. TerminologyII. Terminology
1. Free reading
2. Reading for pleasure
3. FVR / FEVER:
Free Voluntary Reading
4. RFF:
Reading for fun
5. SSR:
Sustained Silent Reading

6. USR:
Uninterrupted Silent Reading
7. USSR
Uninterrupted Sustained Silent Reading
8. DEAR
Drop Everything And Read
9. POWER
Positive Outcomes While Enjoying Reading
. . .

III. Characteristics of successful
extensive reading programs:
1. Aim:
Pleasure
2. Follow –up:
Little or none
3. Speed:
Fast
4. Amount:
Large

5. Frequency:
Often
6. Focus
Content
7. Selection:
Free
8. Competence:
Within
9. Teacher’s role:
Model
. . .

IV. Research findings on:
a. Impact of reading on language
performance:
1. “Those who have more access to books read
better.” (McQuillan, 2010)
2. “Those who read more spell better.” (Polak
and Krashen 1988)
3. “Those who read more have more
grammatical competence.” (Gribbons 1996)

4. “Those who read more have better
vocabularies.” (Cho, Park and Krashen 2008)
5. “Those who read more write better.” (S. Lee
2004)
6. “Those who read more do better on the
TOEFL.” (Mason 2006)

b. Impact of reading on personal
development:
7. “FVR improves learners’ attitude towards
reading.” (W. Marson 1997)
8. “Those who read more know more about
science and social studies.”
(Stanovich and
Cunnigham 1997)
9. “Those who read more have more cultural
literacy.” (West, Stanovich and Mitchellb1993)

10. “Those who read more have more ‘practical
knowledge’.” (Stanovich and Cunnigham 1993)
11. “Reading for pleasure is four times more
important for children’s cognitive development
than their parents’ level of education.” (A.
Sullivan and M. Brown 2013)
12. “Teachers note fewer discipline problems
when SSR is done.” (Takase 2004)

13. “More reading takes place when the teachers
reads while students are reading.” (Wheldall and
Entwhistle 1998)
14. “People with more print exposure (mainly
pleasure reading) have thicker cortices within the left
hemisphere reading network” (J. G. Goldman F. R
Manis 2012)
15. “Older people who continue to read show less
memory loss and suffer effects of dementia.”
Galluccia et al. 2009)

c. Online reading?
16. “Free voluntary web surfing promises to be
of great help for second language acquirers.”
(Krashen 2011)
17. “Children reading interesting stories of their
choice from the Internet gained significantly
more in English than their comparisons did.”
(Cho and Kim 2004)

18. “Internet use resulted in more improved
reading as reflected by grades and standardized
tests.” (Jackson et al. 2006)

V. Implications for ELT
practitioners?
Where do we go from here?

To reflect on (2)To reflect on (2)
 ' ... when second language acquirers read for' ... when second language acquirers read for
pleasure they can continue to improve in theirpleasure they can continue to improve in their
second language without classes, withoutsecond language without classes, without
teachers, without study, and even withoutteachers, without study, and even without
people to converse with ... 'people to converse with ... '
Stephen Krashen,Stephen Krashen,
The Power of Reading, (2nd ed. 2004 p. 147)The Power of Reading, (2nd ed. 2004 p. 147)

VI. Bib/Webliography:
 Davis, C. (1995). Extensive reading: an expensive
extravagance? ELT Journal, 49, 329-336.
 Day, R. R., & Bamford, J. (1998). Extensive reading
in the second language classroom. Cambridge:
Cambridge University Press.
 Goldman, J.G., & Manis, F.R. (2012). Relationships
among cortical thickness, reading skill, and print
exposure in adults. Scientific Studies of Reading.
University of Southern Claifornia

 Grabe, W. (2002). Reading in a second language. In
R.B. Kaplan (Ed.), The Oxford handbook of applied
linguistics (pp. 49-59). New York: Oxford University
Press.
 Hill, D. R. (1997c). Setting up an extensive reading
programme: Practical tips. The Language Teacher,
21(5), 17-20.
 Krashen, S. (2011) . Free Voluntary Reading.
Libraries Unlimited.

 Krashen, S. (2004) . The power of reading:
Insights into Research. 2nd
ed. London:
Heinmann.
 Renandya, W. A. (2007). The power of
extensive reading. RELC Journal, 38, 133-
149.
 Richards, Jack C. & Scmidt, R. 2010.
Dictionary of Language Teaching and Applied
Linguistics. Longman.

Thank you for your your attention!Thank you for your your attention!

What research says about the power of reading.

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