WHY EXTENSIVE READING WHY EXTENSIVE READING IS ESSENTIALIS ESSENTIAL

David A. Hill

OUTSIDE OF A DOG, A BOOK IS MAN’S OUTSIDE OF A DOG, A BOOK IS MAN’S BEST FRIEND …BEST FRIEND …

… … AND INSIDE OF A DOG IT’S TOO DARK AND INSIDE OF A DOG IT’S TOO DARK TO READ ANYWAY …TO READ ANYWAY …

[GROUCHO MARX][GROUCHO MARX]

We learn to read by reading.

(Smith: 1985)

Reading… must be developedand can only be developed, by meansof extensive and continual practice.

(Eskey: 1986)

We must…. make a clear distinction between thebuilding up of particular skills and strategies,or of relevant knowledge, and reading itself. Both top-down and bottom-up skills can, in thelong run, only be developed by extensive readingover time.Classroom work can point the way but cannotsubstitute for the act itself: people learn to readBy reading, not by doing exercises.

(Eskey/Grabe in Carrell et al: 1988)

It is first of all the teacher who must createthe world of reading in a particular class.It is the teacher who must stimulate interestin reading, who must project his or herenthusiasm for books, and who must helpstudents to see that reading can be of realvalue to them.

(Eskey/Grabe in Carrell et al: 1988)

1. The Fiji “Book Flood”(1980-81: Elley)

2.The Singapore “Book Flood” (1985-88: Elley)

3.The Singapore PASSES project(1985-1990:

Davis)

4. ELŻBIETA SARAPATA

INTENSIVE READING EXTENSIVE READING

Reading the text is an end in itself Reading the text is a means to an end

The text is read for maximum comprehension

The text is read for general comprehension

The text is read in the classroom The text is read outside the classroom

Students do many exercises which require them to work in depth on various aspects of the text

Students may do exercises which consist of reports, summaries, discussions and debates

The teacher provides direction before, during and after reading

The students choose what texts to read and how they want to read them

The Characteristics of an Extensive Reading Approach1. The reading material is easy2. A variety of material on a wide range of topics is available3. Students select what they want to read4. Learners read as much as possible5. Reading speed is usually faster than slower6. The purposes of reading are: pleasure, information

and general understanding7. Reading is individual and silent8. Reading is its own reward9. The teacher orients and guides students10.The teacher is a role model of a reader

Choosing materials

a) Ask the students what they like readingb) Ensure the reading material provided is at a suitable

levelc) Ensure that a variety of topics is availabled) Let the learners choose what they want to reade) Encourage them to read as much as possible

Some activities

a) Tastersb) Genre Cornersc) Book floodd) Reader-friendse) Advertisementsf) One-sentence Summaryg) Picture Interest

GOOD READERSGOOD READERSMAKEMAKE

GOOD LEARNERSGOOD LEARNERS