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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. Tenet 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 quizzes, 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.
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words, the second thousand, and the third thousand, to see how many times those words would appear. Those results should be higher than six to ten encounters, the number needed for stable initial word learning to occur. Cobb (2007) summarizes as follows: " shows the extreme unlikelihood of developing an adequate L2 reading lexicon through reading alone, even in highly favorable circumstances" since "for the vast majority of L2 learners, free or wide reading alone is not a sufficient source of vocabulary knowledge for reading". Thereafter, Cobb restated the need for lexical input, and stated the possibility of increasing it using computer technology.
72:
45:, 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 used as a teaching strategy to promote second-language development, ER also applies to free voluntary reading and recreational reading both in and out of the classroom. ER is based on the assumption that we learn to read by reading.
64:
79:. This primary school in Laos began a daily reading period in September 2013, in which children select a book to read simply for enjoyment. Big Brother Mouse, a literacy project that sponsored the program, began conducting a study in 2013 to measure reading and vocabulary improvements in schools that had this program.
500:
or 5,000 lexical items are a threshold beyond which learners will be able to read more efficiently. Coady & Nation (1998) suggest 98% of lexical coverage and 5,000 word families or 8,000 items for a pleasurable reading experience. After this threshold, the learner leaves the beginner paradox, and
111:
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
88:
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
534:
McQuillan & Krashen (2008) answer that learners may read far more than 175,000 words but rather +1,000,000 words in two years, but Cobb counters that view as being based on excessively successful cases of reading oversimplified texts. Experiments cited by McQuillan and
Krashen use easy and fast
152:
Many series of graded readers exist in
English, and series exist also in French, German, Italian, and Spanish. As of 2008, readers are notably absent or scarce in Russian, Arabic, Japanese, and Mandarin Chinese, though since 2006, an extensive reader series is available in Japanese. English readers
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Cobb (2007) thus proposed a computer-based study to quantitatively assess the efficiency of extensive reading. Cobb estimated the reading quantity of common learners within the second language (~175,000 words over two years), then randomly took ten words in each of the first thousand most frequent
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Cobb (2007), McQuillan & Krashen (2008), and Cobb (2008) offer contrasting perspectives. All agree on the need of lexical input, but Cobb (2007; 2008) supported by Parry denounces the sufficiency of extensive reading, the current lexical expansion pedagogy, especially for confirmed learners.
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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
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The
Extensive Reading Foundation is a not-for-profit, charitable organization whose purpose is to support and promote extensive reading. One of its initiatives is the annual Language Learner Literature Award for the best new works in English. Another is maintaining a bibliography of research on
52:(SSR) or free voluntary reading; and is 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
469:– the main readings available being quite difficult and perceived as dry. To increase the available literature and make more light selection available, modern literature (particularly children's literature, comics, and genre fiction) may be translated into classical languages – see
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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.
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Day and
Bamford 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.
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have primarily been produced by
British publishers, rather than American or other Anglophone nations. As of 1997, only one small series (15 volumes) was published in the United States, and a few in Europe outside the UK, with the majority in the UK.
568:, which is the analogous approach to listening. One issue is that listening speed is generally slower than reading speed, so simpler texts are recommended – one may be able to read a text extensively, but not be able to listen to it extensively.
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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.
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acquisition but at least one study finds it has no effect. A number of studies report significant incidental vocabulary gain in extensive reading in a foreign language. Advocates claim it can enhance skill in speaking as well as in reading.
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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.
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states that extensive reading generates a continuous hidden learning (lexical input), eventually "doing the entire job" of vocabulary acquisition. This hypothesis is without empirical evidence, neither on the extent (% of global
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The
Extensive Reading Special Interest Group (ER SIG) of the Japan Association for Language Teaching is a not-for-profit organization which exists to help promote Extensive Reading in Japan. Via a website, the publications
368:
1415:
A series of periodic surveys of graded extensive readers in
English have been undertaken by Helen C. Reid Thomas and David R. Hill, which provide a good overview of the evolving state of available readers.
487:"o accuracy of reading small portions of Latin will ever be so effective as extensive reading; and to make extensive reading possible to the many, the style ought to be very easy and the matter attractive."
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series is a series of books that increase in difficulty from shorter texts using more common words in the first volumes, to longer texts with less common vocabulary in later volumes. Cobb cites Oxford's
544:
extensive reading. The
Foundation is also interested in helping educational institutions set up extensive reading programs through grants that fund the purchase of books and other reading material.
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Rodrigo, V.; Greenberg, D.; Burke, V.; Hall, R.; Berry, A.; Brinck, T.; Joseph, H.; Oby, M. (2007). "Implementing an extensive reading program and library for adult literacy learners".
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Laufer, B. (1997), "The lexical plight in second language reading – Words you don't know, words you think you know, and words you can't guess", in J. Coady; T. Huckin (eds.),
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Rott, Susanne; Williams, Jessica; Cameron, Richard (2002), "The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention",
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556:, presentations throughout Japan, and other activities, the ER SIG aims to help teachers set up and make the most of their ER programs and ER research projects.
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Nation, K. (2005). Children's reading comprehension difficulties. In M. J. Snowling and C. Hulme (Eds.), The Science of Reading: A Handbook (pp 248–265).
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About half of all children in rural Laos speak a minority ethnic language at home, and have difficulty in school, which is taught only in the
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1220:"Commentary: Response to McQuillan and Krashen (2008) [Can free reading take you all the way? A response to Cobb (2007)]"
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to read texts, but not material suitable for discovering new vocabulary; unsimplified texts are far harder and slower to read.
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Krashen, S. (1989), "We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis",
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are often used to achieve this. For foreign-language learners, some researchers have found that the use of
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1303:, vol. 73, National Federation of Modern Language Teachers Associations, Wiley, pp. 440–464,
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Holley, Freda M.; King, Janet K. (2008), "Vocabulary glosses in foreign language reading materials",
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Parry, K. (1997), "Vocabulary and comprehension: Two portraits.", in J. Coady; T. Huckin (eds.),
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knowledge, increase in background knowledge, and greater language confidence and motivation.
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Huckin, Thomas; Coady, James (1999), "Incidental vocabulary acquisition in a second language",
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Coady, J.; Huckin, T.N. (1997), "L2 vocabulary acquisition through extensive reading",
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For advocates of extensive reading, lack of reading selection is an acute issue in
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speed is usually faster when students read materials they can easily understand.
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Rebilius Cruso: Robinson Crusoe, in Latin; A Book to Lighten Tedium to a Learner
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145:(1945), with a systematic grading up to 8,000 words, now out of print, and the
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longer, easier texts for an extended period of time without a breakdown of
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Free voluntary reading: New research, applications, and controversies
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Reading in a second language : moving from theory to practice
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Second Language Vocabulary Acquisition: A Rationale for Pedagogy
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The acquisition and retention of knowledge: a cognitive view
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Reading longer, easier texts for extended periods of time
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ER pamphlet created by the Extensive Reading Foundation
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writes in his introduction to a Latin translation of
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141:, which includes the 2,500 most frequent words, The
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523:), nor on the sufficiency of extensive reading for
1235:Extensive Reading in the Second Language Classroom
1093:"xtensive Reading Special Interest Group (ER SIG)"
1075:"JALT | Learning to Teach, Teaching to Learn"
701:Extensive reading activities for teaching language
505:. Then, extensive reading becomes more efficient.
1499:The JALT Extensive Reading Special Interest Group
1207:"Computing the Vocabulary Demands of L2 Reading"
982:
840:"eteachershub.com – Just another WordPress site"
646:"A Meta-Analysis of Extensive Reading Research"
471:list of Latin translations of modern literature
1396:, Cambridge University Press, pp. 20–34,
1332:, Cambridge University Press, pp. 55–68,
897:(Japanese Extensive Reading Research Society)
1237:, Cambridge, U.K.: Cambridge University Press
704:. Cambridge, UK: Cambridge University Press.
48:Implementation of ER is often referred to as
8:
732:: CS1 maint: multiple names: authors list (
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817:
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157:English graded readers (grading criteria)
149:series with its 3,000 word-family target.
1200:, vol. IV, The Internet TESL Journal
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99:for "difficult" words is advantageous to
1321:About Language Learning & Technology
1225:About Language Learning & Technology
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603:
332:/ Grade Level / Headwords / Word Count
1394:Second Language Vocabulary Acquisition
1330:Second Language Vocabulary Acquisition
1273:Studies in Second Language Acquisition
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514:According to Cobb (2007), Krashen's
1494:SSS Extensive Reading Method Proves
1265:10.1111/j.1467-1770.1971.tb00060.x
1211:Language Learning & Technology
1154:The primacy of extensive listening
927:, London, Trübner & Co., 1884.
644:Nakanishi, Takayuki (2014-03-10).
539:Advocacy and support organizations
25:
785:Rott, Williams & Cameron 2002
1483:The Extensive Reading Foundation
1465:, ELT J (2008) 62 (2): 184–204.
1452:, ELT J (2001) 55 (3): 300–324.
1426:, ELT J (1993) 47 (3): 250–267.
1197:Extensive Reading: Why? and How?
564:Similar to extensive reading is
457:Translation of modern literature
301:Macmillan Education Limited (UK)
1323:, vol. 6, pp. 104–109
1228:, vol. 6, pp. 109–114
197:Cambridge University Press (UK)
1439:, ELT J (1997) 51 (1): 57–81.
1378:, Cambridge University Press,
1244:Eigo Tadoku Kanzen Bukkugaido
1213:, vol. 11, pp. 38–63
1180:, Kluwer Academic Publishers,
1061:"Extensive Reading Foundation"
622:. Cambridge University Press.
257:I Talk You Talk Press (Japan)
147:Penguin/Longman Active Reading
1:
1246:, Tokyo: Cosmopier Publishing
1233:Day, R.; Bamford, J. (1988),
752:Reading in a Foreign Language
698:Bamford, J., Day, R. (2004).
1492:Extensive reading in Japan:
1142:Starting Extensive Listening
983:McQuillan & Krashen 2008
554:Journal of Extensive Reading
338:Oxford University Press (UK)
326:Readability (Flesch–Kincaid)
214:Easy Reader Egmont (Denmark)
1301:The Modern Language Journal
496:Laufer suggests that 3,000
439:Wayzgoose Press (Australia)
421:Scholastic Corporation (US)
1540:
1348:Language Teaching Research
875:What is Extensive Reading?
550:Extensive Reading in Japan
473:for examples in Latin. As
202:Cambridge English Readers
1360:10.1191/1362168802lr108oa
1285:10.1017/S0272263199002028
433:/ Headwords / Word Count
415:/ Headwords / Word Count
398:Penguin Book Limited (UK)
316:Matatabi Press (UK-Japan)
275:Penguin Book Limited (UK)
923:Francis William Newman,
588:Second language learning
185:Black Cat Graded Readers
50:sustained silent reading
960:Coady & Huckin 1997
948:Coady & Huckin 1997
908:(Report on Activities)
807:Huckin & Coady 1999
578:Word lists by frequency
369:Pearson English Readers
321:Matatabi Graded Readers
180:Black Cat CIDEB (Italy)
1194:Bell, Timothy (1998),
1176:Ausubel, D.P. (2000),
818:Day & Bamford 1988
796:Holley & King 2008
593:Vocabulary acquisition
521:vocabulary acquisition
262:English Graded Readers
232:ELI Publishing (Italy)
80:
68:
18:Free voluntary reading
1242:Furukawa, A. (2005),
1156:, Meredith Stephens,
343:Oxford Graded Readers
143:Longman Bridge Series
74:
66:
1514:Language acquisition
1458:10.1093/elt/55.3.300
1432:10.1093/elt/47.3.250
771:Krashen, S. (2004).
128:Graded reader series
37:) is the process of
1445:10.1093/elt/51.1.57
566:extensive listening
560:Extensive listening
463:classical languages
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1471:10.1093/elt/ccn006
1420:Earlier 1988, 1989
1162:10.1093/elt/ccq042
904:2011-07-22 at the
893:2011-07-22 at the
880:2011-07-22 at the
775:. RELC Conference.
616:Grabe, W. (2012).
426:Scholastic Readers
242:2022-05-23 at the
237:ELI Graded Readers
156:
81:
69:
1524:Reading (process)
1385:978-0-521-56764-0
1253:Language Learning
1218:Cobb, T. (2008),
1205:Cobb, T. (2007),
1187:978-0-7923-6505-1
671:20.500.12613/3325
454:
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444:Wayzgoose Readers
306:Macmillan Readers
31:Extensive reading
16:(Redirected from
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758:(2): 106–119.
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711:0-521-01651-7
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498:word families
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269:/ Word Count
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134:graded reader
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43:comprehension
40:
36:
32:
19:
1414:
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1234:
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1149:
1144:, Rob Waring
1137:
1126:. Retrieved
1122:the original
1118:"The ER SIG"
1112:
1101:. Retrieved
1097:the original
1087:
1078:
1069:
1055:
1044:
1033:
1022:
1016:Krashen 1989
1011:
1005:Parry (1997)
1000:
989:
978:
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943:
932:
924:
919:
885:(in English)
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834:
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791:
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772:
755:
751:
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653:
649:
618:
565:
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553:
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512:
495:
478:
475:F. W. Newman
460:
392:/ Headwords
358:/ Headwords
226:/ Headwords
219:Easy Readers
172:
167:
162:
151:
146:
142:
138:
131:
122:
118:
114:
110:
106:
91:
87:
77:Lao language
47:
34:
30:
29:
937:Laufer 1997
656:(1): 6–37.
251:/ Keywords
168:Series name
1508:Categories
1488:ER Central
1170:References
1128:2013-02-10
1103:2013-02-10
628:1010878257
527:learning.
310:Headwords
101:vocabulary
58:vocabulary
1368:146225518
1293:145288413
1049:Cobb 2008
1038:Cobb 2007
1027:Cobb 2007
994:Cobb 2008
972:Cobb 2007
864:Cobb 2008
853:Bell 1998
728:cite book
680:0039-8322
501:enters a
492:Threshold
290:Key Stage
163:Publisher
1079:jalt.org
902:Archived
891:Archived
888:日本語多読研究会
878:Archived
720:51222293
583:Literacy
572:See also
465:such as
240:Archived
1411:Surveys
525:lexicon
97:glosses
54:grammar
39:reading
1400:
1382:
1366:
1336:
1309:326879
1307:
1291:
1184:
718:
708:
678:
626:
509:Limits
409:Lexile
407:Age /
286:Lexile
284:Age /
84:Tenets
1364:S2CID
1305:JSTOR
1289:S2CID
599:Notes
467:Latin
386:TOEIC
382:Eiken
378:IELTS
356:Eiken
352:IELTS
330:TOEIC
1463:2008
1450:2001
1437:1997
1424:1993
1398:ISBN
1380:ISBN
1334:ISBN
1182:ISBN
910:2006
899:活動報告
734:link
716:OCLC
706:ISBN
676:ISSN
624:OCLC
552:and
449:CEFR
431:CEFR
413:CEFR
374:CEFR
348:CEFR
294:CEFR
267:CEFR
249:CEFR
224:CEFR
207:CEFR
190:CEFR
56:and
1467:doi
1454:doi
1441:doi
1428:doi
1356:doi
1281:doi
1261:doi
1158:doi
666:hdl
658:doi
390:GSE
1510::
1362:,
1350:,
1319:,
1287:,
1277:21
1275:,
1257:21
1255:,
1222:,
1209:,
1077:.
764:^
756:19
754:.
742:^
730:}}
726:{{
714:.
688:^
674:.
664:.
654:49
652:.
648:.
636:^
606:^
483::
411:/
388:/
384:/
380:/
376:/
354:/
350:/
328:/
292:/
288:/
132:A
35:ER
1469::
1456::
1443::
1430::
1358::
1352:6
1283::
1263::
1160::
1131:.
1106:.
1081:.
1063:.
842:.
736:)
722:.
682:.
668::
660::
630:.
33:(
20:)
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