In Defense of Extensive Reading for Language Learning

David E. Shaffer (Chosun University)

I. Introduction

Extensive reading (ER) as an effective approach for both first and second language (L2) learning has
been in the literature for decades. In Korea, however, little mention of ER or research in this area has
occurred until recently. Domestic and international ELT materials publishers are increasingly promoting
ER reading materials and their benefits. Nevertheless, the ELT community and the general public of this
test-driven society remain largely unconvinced that something as enjoyable as casual reading could be as
effective as explicit instruction combined with memorization and testing.
This paper aims to convincingly show, based on research, how effective ER is and how ER is
effective as a language learning approach. After describing what ER is and how it differs from intensive
reading, numerous studies will be cited that show that ER is not only effective in increasing reading rate
and reading proficiency, but also effective in increasing vocabulary, writing proficiency, oral fluency,
listening proficiency, motivation, and general language proficiency.

II. A Characterization of Extensive Reading

Prior to any discussion of Extensive Reading, it is important to have a clear perception of the concept
of ER. A list of key characteristics of ER was first provided by Day and Bamford (2002), complemented
by Prowse (2002), and revised by Bamford and Day (2004). The following is a composite of these factors
or principles for successful Extensive Reading:

 Students read a lot and read often.

 There is a wide variety of text types and topics to choose from.
 The texts are not just interesting; they are engaging and compelling.
 Students choose what to read.
 Reading purposes focus on pleasure, information, and general understanding.
 Reading is its own reward.
 The emphasis is not on tests, or exercises, or questions, or dictionary use.
 Materials are within the language competence of the students.
 Reading is individual and silent.
 Reading speed is fast, not deliberate and slow.
 The teacher explains the goals and procedures clearly, then monitors and guides the students.
 The teacher is a role model . . . a reader, who participates along with the students.

Waring (n.d.) characterizes ER as “the only way in which learners can get access to language at their
own level, read something they want to read, at the pace they feel comfortable with which will allow them
to meet the language enough times to pick up a sense of how the language fits together” (para. 11).

III. Differences Between Intensive and Extensive Reading

Extensive Reading differs greatly from the more traditional intensive reading. There are major
differences in linguistic focus, level of difficulty, the amount of material read, who it is selected by, how
it is read, where it is read, and how comprehension is checked. These differences are presented in tabular
form in Table 1.
“Intensive reading” is, indeed, so different from ER and general reading that Alderson and Urquhart
(1984) have argued that it may not even qualify as reading:

Such a pedagogic practice – of focusing on the language of a text – may be justified as a

language lesson, but it may very well be counterproductive as a reading lesson. Often what is
known as “intensive reading” (as traditionally opposed to “extensive reading”) is actually not
reading at all: the lesson consists of a series of language points, using texts as points of departure.
Reading texts, in other words, are sources of language exercises, rather than reading exercises.
(pp. 246-247)

TABLE 1.
Differences Between Intensive Reading and Extensive Reading Approaches
Item Intensive Reading Extensive Reading
Linguistic Focus Analysis of the language Fluency, skill formation
Level of Difficulty Usually difficult Quite easy
Quantity Read Little Much (a book a week)
Material Selection By instructor By learners
Material Read Same material for whole class Different materials (based on learner interest)
Where Read In class Out of class (mostly at home)
Comprehension check By discrete-point questions By summaries, reports

IV. The Role of Extensive Reading in Language Learning

There is robust literature in scholarly journals that reports the results of investigations into the impact
of ER on learning English in both second and foreign language contexts. Day (n.d.) and Bell (1998)
provide a variety of roles of extensive reading programs in fostering learners' progress in reading
development and improvement, which are incorporated to the roles that follow.
Although the literature supporting ER is extensive, ER programs have been slow to emerge in Korea
and worldwide as part of EFL and ESL programs. The reluctance to establishing ER programs can be
attributed to (a) an unclear understanding of what ER is, (b) a reluctance to use valuable classroom time
for silent, individual reading, and (c) the difficulty and cost of obtaining the large number of books
required to sustain an ER program. Davis (2005) additionally points out that setting up a program requires
a lot of organization and paperwork to make it run efficiently and effectively.

1. ER Increases Reading Rate and Reading Proficiency

Because extensive reading programs, by definition, require large amounts of reading over an
extended time, it would be expected that any effective reading program would, over time, increase both
reading rate and reading proficiency. This ER does. Elley and Mangubhai (1981) first reported reading
proficiency gains in Fijian primary school students, and Elley (1991) also reported gains with
Singaporean primary school students. Lai (1993a, b) reported increases proficiency in reading in Hong
Kong secondary school students, and Robb and Susser (1989) and Masuhara, Kimura, Fukada, and
Takeuchi (1996) reported increased reading proficiency in Japanese university students. Cho and Krashen
(1994) note similar increases with adult ESL students in the US.
Increases in reading rate through ER programs have been reported in numerous studies. These
notably include studies by Masuhara, Kimura, Fukada, and Takeuchi (1996) with Japanese university
students, Bell (2001) with Yemeni university students, Kusanagi (2004) and Taguchi, Takayasu-Maass,
and Gorsuch (2004) with Japanese adults, and Iwahori (2008) with Japanese secondary school students.

2. ER Leads to Improvement in Writing

Stotsky (1983) and Krashen (1984) reviewed a number of L1 studies that appear to show the positive
effect of reading on subjects' writing skills, indicating that students who are prolific readers in their pre-
college years become better writers when they enter college. Elley (1983) found that students in extensive
reading programs progressed at twice the rate of students in traditional classes. L2 studies by Hafiz and
Tudor (1989, 1990) in the UK and Pakistan, respectively, and Robb and Susser (1989) in Japan, revealed
more significant improvement in subjects' written work than in other language skills. Hafiz and Tudor
noted impressive gains in English writing ability in their study participants, even though no writing
instruction or even practice was given.
Grabe (1991) found that students doing extensive reading made similar gains in writing compared
with students who did writing practice. Tsang (1996) Students doing extensive reading for 24 weeks
made significant gains in writing, but students who did extra writing during the same period did not.
Mason and Krashen (1997) replicated Tsang’s 1996 experiment and concluded that students who do
extensive reading progress at least as well as students who actually practice writing. Saleem (2010) found
that university students in Gaza significantly outperformed a control group by writing at greater length,
with clear organized structure and improved use of content knowledge and various linguistic resources to
enrich their writing. Emilia (2005) also found that Indonesian student teachers’ argumentative writing
skills in English improved using a genre-based ER approach. These results again support the case for an
input-based, acquisition-oriented reading program based on extensive reading as an effective means of
fostering improvements in students writing.

3. ER Increases Knowledge of Vocabulary

Numerous studies have indicated a link between improved vocabulary and second language extensive
reading programs. By encountering lexical items already acquired through their reading, learners can
deepen their understanding of them. Elley and Mangubhai (1981) demonstrated that learners surpass a
vocabulary threshold, which then allows them to turn receptive vocabulary into vocabulary they can
produce. Pitts, White and Krashen (1989) and Cho and Krashen (1994) found a significant increase in
incidental vocabulary acquisition with adult ESL learners in the US; Horst (2005) found similar increases
ESL adults in Canada.
In a case study of a French learner, Pigada and Schmitt (2006) concluded that extensive reading
contributed significantly to vocabulary acquisition. Waring (2009) reviews recent vocabulary research
and shows that learners need to encounter massive amounts of language to learn not only single words but
also their collocations, register, etc., requiring an extensive reading approach. Sonbul and Schmitt (2010)
found that incidental learning (via extensive reading) plus explicit instruction was found to be more
effective than incidental learning alone. A recent study by Yamamoto (2011) implies that extensive
reading practice might help students confirm the meaning and function of the words that are already
stored in their memory systems making the connection stronger, which in turn may potentially develop
into productive-vocabulary knowledge.

4. ER Facilitates Grammar Development

Isik (2000) and Furukawa (2008) found compelling evidence of extensive reading, along with explicit
instruction, having a very strong effect on grammar development. In Isik’s study, two groups were given
1000 hours of instruction. Group A was given 25% grammar instruction and 75% extensive reading and
listening. Group B was administered 80% explicit grammar instruction and 20% speaking. Group A
greatly outperformed Group B not only in reading, writing, and listening, but also in grammar. In the
Furukawa study, eighth-graders in an ER program reached an English proficiency level comparable to
students two years their senior. Tudor and Hafiz (1989) found a more correct use of syntax in the second
language through a three-month extensive reading program with primary-level students in Pakistan. Other
studies that note an increase in grammatical competence though ER include Mason (2003, 2004, 2006),
Sheu (2003), Stokes, Krashen, and Kartchner (1998), Lee, Krashen, and Gribbons (1996), Elley (1991),
and Grabe (1991).

5. ER Improves Listening, Speaking, and Spelling Abilities

Interestingly, even if listening and speaking are not the goals of the class, ER seems to support these
skills, possibly because of the increased exposure to English vocabulary and discourse. It is exceeding
difficult to measure improvements in listening, speaking, and spelling proficiencies in relation to ER;
however, Cho and Krashen (1994) reported an increase in oral fluency of ER participants, and Elley and
Mangubhai (1981) noted an improvement in listening proficiency.

6. ER Enhances Learners’ General Language Competence

Grabe (1991) and Paran (1996) have emphasized the importance of extensive reading in providing
learners with practice in automaticity of word recognition and decoding the symbols on the printed page.
The book flood project in Fiji (Elley & Manghubai, 1983), with Fijian school children revealed
significant post-treatment gains in word recognition and reading comprehension after eight months, and
wider gains in oral and written skills after 20 months. Numerous other ER studies have noted, along with
increases in specific skills, an increase in general language proficiency (Bell, 2001; Elley and Mangubhai,
1981, Iwahori, 2008; Sheu, 2003).

7. ER Increases Affect and Motivates Learners to Read

Reading material selected for extensive reading programs should address students' needs, tastes and
interests, so as to energize and motivate them to read. Bell & Campbell (1996, 1997) describe achieving
this in Yemen through the use of familiar material and popular titles reflecting the local culture (e.g.,
Aladdin and His Lamp). It should be noted that reading is one type of study that can actually be enjoyable
as it is being done. Students read books they choose at a level they can enjoy. This pleasure orientation
positively impacts their overall feeling about learning English. An increase in motivation to learn English
was found by Janopoulos (1986) in US university students, and by Nishino (2007) and Takase (2003) in
Japanese secondary students. Guthrie and Cox (2001) reported strong relationships between motivation
and the amount of reading. Similarly, Wang and Guthrie (2004) identified a strong link between
motivation and the amount of reading for enjoyment.
An improvement in attitude toward English was noted by Asraf and Ahmad (2003) in Malaysian
middle school students, and by Robb and Susser (1989) in Japanese university students. Lightbown,
Halter, White, and Horst (2002) reported positive attitudes toward a long-term reading-and-listening
program. Positive attitudes toward extensive reading programs were also reported by Elley (1991, 2000),
Mason and Krashen (1997), and Taguchi, Takayasu-Maass, and Gorsuch (2004). Improvement in both
motivation and attitude were reported by Cho and Krashen (1994), and Elley and Mangubhai (1981).

8. ER Facilitates Acquisition by Providing Comprehensible Input

Krashen (1982) argues that extensive reading will lead to language acquisition, provided that certain
preconditions are met. These preconditions include adequate exposure to the language, interesting
material, and a relaxed, tension-free learning environment. Elley and Manghubai (1983) warn that
exposure to the second language is normally “planned, restricted, gradual and largely artificial” (p. 55).
The reading program provided in Fiji, and the choice of graded readers in particular, was intended to offer
conditions in keeping with Krashen’s model. After eight months of ER, results showed that pupils
exposed to many stories progressed in reading and listening comprehension at twice the normal rate,
confirming the hypothesis that high-interest story reading has an important role to play in L2 learning.
Most current theories of L2 acquisition recognize the roles of language input and intake. ER provides
these necessities.
9. ER Increases the Learner’s Exposure to the Language
The quality of exposure to language that learners receive is seen as important to their potential to
acquire new forms from the input. Elley (1991) views provision of large quantities of reading material to
children as fundamental to reducing the “exposure gap” between L1 learners and L2 learners. He reviews
a number of studies with children between six and twelve years of age in which the participants showed
rapid growth in language development compared with learners in regular language programs. He states
that there was a “spread of effect from reading competence to other language skills: writing, speaking and
control over syntax” (p. 404).

10. ER Consolidates Previously Learned Language

Extensive reading of high-interest material for young learners, teens, and adults offers the potential
for reinforcing and recombining language learned in the classroom. Graded readers have a controlled
grammatical and lexical load, and provide regular and sufficient repetition of new language forms
(Wodinsky & Nation, 1988). Therefore, students automatically receive the necessary reinforcement and
recycling of language required to ensure that new input is retained and made available for spoken and
written production.

11. ER Helps to Build Confidence with Extended Texts

Much classroom reading work has traditionally focused on the exploitation of shorts texts, either for
presenting lexical and grammatical points or for providing students with limited practice in various
reading skills and strategies. However, a large number of students in the EFL/ESL world require reading
for academic purposes, and therefore need training in study skills and strategies for reading longer texts
and books. Kembo (1993) points to the value of ER in developing students’ confidence and ability in
facing these longer texts.

12. ER Encourages the Exploitation of Textual Redundancy

Due to insights from cognitive psychology, it is now generally understood that slow, word-by-word
reading, which is common in classrooms, impedes comprehension by transferring an excess of visual
signals to the brain, leading to signal overload. Kalb (1986) refers to redundancy as an important means
of processing, and to extensive reading as the means of recognizing and dealing with redundant elements
in texts.

13. ER Facilitates the Development of Prediction Skills

When students read, schemas of background knowledge are activated and help the reader to decode
and interpret the message beyond the printed words. These processes presuppose that readers predict,
sample, hypothesize, and reorganize their understanding of the message as it unfolds while reading
(Nunan, 1991).

14. Studies Providing General Support to ER

In L2 contexts, Robb and Susser (1989) is one of the first persuasive studies demonstrating the power
of extensive reading. Elley’s (1991, 2000) research is outstanding in showing that book floods improve
reading, writing, vocabulary, grammar, and listening comprehension. Krashen's (2004) synthesis and his
argument that longer research studies provide better results is persuasive. Lightbown's (2002) longitudinal
study with 4th- to 8th-grade students from over 5 years is a powerful example of the potential of extensive
reading. Yamashita (2008) concludes that the benefit of extensive reading is manifest in general reading
ability earlier than in micro-level linguistic ability, at least for adult EFL learners. Al-Homoud and
Schmitt, N. (2009) compared extensive to intensive reading approaches in the challenging environment of
Saudi Arabia and found that the ER approach proved just as effective even though some measurements
favored the intensive reading approach. Participants also reported much more positive attitudes towards
ER.

V. Concluding Remarks

The studies cited above provide compelling evidence that an ER component would be a beneficial
component of any L2 program. Waring (2009) quite fittingly concludes that “language programs that do
not have an extensive reading or graded reading component of massive comprehensible sustained silent
individualized language practice will hold back their learners. Any program that does not allow learners
to develop their comfort zone of language is denying them the chance to progress to productive language
use” (sec. 4, para. 7).
As for recommendations, those of Kim and Krashen (1997) are reiterated: that teachers and students
be informed of the benefits of ER, especially in EFL contexts, that learners be given easy access to a wide
variety of books, especially graded readers, and that learners be given guidance on which books to choose,
based on student interest and appropriate level of difficulty.

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Author
David E. Shaffer (MA and PhD Linguistics) is a longtime educator in Korea. He is a professor at Chosun University,
teaching in the graduate and undergraduate programs. Dr. Shaffer is the author of books on English learning as well
as Korean language, customs, and poetry. His present academic interests include professional development,
loanwords, and cognitive linguistic constructs for effective teaching techniques. Dr. Shaffer is active in numerous
Korean ELT associations as a conference presenter and board member.

David E. Shaffer, PhD

Chosun University, College of Foreign Languages, English Language Department
375 Seoseok-dong, Dong-gu, Gwangju 501-759
Office Phone: 062-230-6917
Email: disin@chosun.ac.kr