all of this book – there can be no successful ER without appropriately graded materials.
In the next two chapters, editors of two series of graded readers give us their views on how ER materials can be developed and how they see them being used. Jennifer Bassett explains the principles of language grading, stresses the importance of good storytelling, and offers three golden keys to extensive reading – comfort, choice, and enthusiasm. Bill Bowler and Sue Parminter give us some historical background, and look at the development of both graded readers and appropriate support materials.
The next three chapters look at three approaches to ER. Sue Parminter and Bill Bowler look at the use of class readers – often the best way of introducing reading into the classroom. Nick Bullard then looks at libraries, including digital libraries, and how they can provide greater choice and diversity of reading for students. And Mark Furr describes the concept of Reading Circles, which are classroom-based reading and discussion groups that bring Extensive Reading materials into the classroom as core texts for discussion.
The final section of this book introduces four case studies, and these should prove a valuable resource for those who want to embark on an ERP. They look at some of the obstacles and show how these can be surmounted. Nina Prentice in Jordan and Minas Mahmood in Bahrain describe how an ERP can be introduced successfully in government schools. It is clear in these two programmes that the effect on some students has been profound. Daniel Stewart in a private school and Thomas Robb in a university, both in Japan, describe how a programme can be organized within a single institution. They also outline some elegant solutions to the difficulties they encountered.
Two series editors, three approaches to ER, and four case studies of programmes in action – for those who want to introduce ER into their classroom, this book provides the logic for doing so, some possible approaches, and some fine examples of programmes in action.
There are sometimes divergent views or differences in emphasis between the contributions to this volume. This in itself is no bad thing. There is no single ideal approach to ER which fits with every class or every teacher. Teachers need to evaluate these different approaches and judge for themselves what will work best in their own classroom.
Part 1
Extensive Reading: the theory
1 Extensive Reading: the background
Richard Day
Extensive Reading (ER) in the EFL/ESL context is an approach to teaching reading whose goal is to get students reading in the English language and enjoying it. ER is based on the well-established principle that we learn to read by reading. This is true for learning to read our first language as well as foreign languages. In teaching foreign language reading, an ER approach allows students to read, read, and read.
In ER, students read large quantities of easy material (usually books) in English. They read for overall meaning, for information, and for pleasure and enjoyment. Students select their own books, and are encouraged to stop reading if a book is not interesting to them or is too hard; they are also encouraged to expand their reading comfort zone (the range of materials that students can read easily and with confidence).
In Extensive Reading Activities for Teaching Language, Bamford and Day maintain that an ER approach consists of ten principles. Let us look at the first four:
1 The reading material is easy.
For ER to be possible and for it to have the desired results, learners must read books and other materials that are well within their reading comfort zone. When students do this, they are able to read for overall meaning easily and they don’t have to worry about a lot of difficult or unknown words. In helping beginning readers to select what to read, I believe that more than one or two unknown words per page might make the text too difficult for overall understanding for beginning readers. For intermediate learners, appropriate reading material has no more than three or four unknown or difficult words per page. In their article ‘Unknown vocabulary density and reading comprehension’ in Reading in a Foreign Language, Hu and Nation (2000) suggest that learners need to know at least 98 per cent of the words in a book of fiction to be able to read without using their dictionaries.
I recognize that not everyone agrees with using easy materials. Some teachers believe that learners must read difficult texts; they also believe that students need to be challenged when learning to read. Perhaps they think that reading difficult texts helps prepare their students to read materials written for first-language (L1) reading.
I believe this confuses the means with the end. Clearly our ultimate goal in teaching students to read is to have them read material written for native readers. But we should not start with that goal! We need to start with books and materials that have been especially written for beginning and intermediate levels of reading ability. Learners have to read texts that they find easy and enjoyable as they learn to read, or they will simply not read at all.
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