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Extensive reading

  Extensive reading was first coined by Palmer (1917) defined as the type of reading that

is done rapidly, book after book, and focusing on meaning rather than on the language. Palmer

(1917) adds that extensive reading is a real-world reading with pedagogical purposes. This

definition is consistent with Bamford and Day’s (1998) who actually see extensive reading as an

approach for language teaching in which learners read for overall meaning, information, and

enjoyment. Even though this type of reading could be associated with Krashen’s free-voluntary,

or pleasurable reading (Krashen, 2004; 2011), Bamford and Day (2004) say that extensive

reading belongs in the ELT classroom, also Macalister (2010), and propose a series of core

principles upon which any extensive reading program should be constructed and that constitute

the nature of the term.

1. The reading material needs to be easy to read. Learners will be unlikely to succeed if

they read difficult material with many unfamiliar items of vocabulary or grammar.

2. Learners read as much as possible. The quantity of reading determines the benefits of

extensive reading.

3. A variety of reading material in a wide range of topics is available. In a flexible approach

to reading learners should have the possibility to find something they want to read.

4. learners choose what they want to read. Learners enjoy Extensive reading because they

are free to make choices or even stop reading materials that are not interesting for them.

5. Reading speed is usually faster rather than slower. Reading easy material encourages

learners to read faster; the use of the dictionary is discouraged.

6. Extensive reading is usually related to pleasure, information and general understanding

in contrast to academic or intensive reading and the detailed information they require.
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7. Reading is individual and silent. Learners read at their own pace and, although there is

silent reading in the classroom, most of the reading is done out of it.

8. Reading is its own reward. Reading is not usually followed by comprehension questions.

Teachers may ask the students to complete follow-up activities as long as these

activities serve to encourage rather than discourage further reading.

9. The guiding role of the teacher is crucial for learners to make the most of reading. Part of

this guiding role is related to keeping track of what and how much learners read and

their reactions towards what they read.

10. The teacher is a role model of a reader.

Macalister (2015) reconsiders these principles and defines them not as rigid

commandments to cling to, but flexible guidelines to contemplate contextually. After an

extended revision of literature on the implementation of extensive reading programs and the

aforementioned principles in 44 articles, Day (2015) concluded that some of the extensive

reading principles can be excluded considering the context in which it isimplemented.

The work of Davis (1995) mentions numerous benefits of extensive reading for the ELT

classroom and improvement in multiple areas of language. Some of them include gain in active

and passive vocabulary, also reported in Kembo (1993), use of varied sentence structure,

writing and speaking skills, and identification and correction of grammatical mistakes; personal

growth such as positive attitude towards studying, greater knowledge of the world, and

increased understanding of other people; and of course reading skills such as engagement and

readiness to read, overall comprehension, reading fluency or speed (Mo, 2020), and positive

attitudes towards reading, the latter also in Macalister (2007) and Pino (1992). Other studies

have proved the effectiveness of extensive reading to promote learners’ language and cognitive

development when combined with Task Based Instruction (Chen, 2018; Green, 2005).
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Despite being in the ELT field for long time, the multiple benefits it brings to language

learning, and a relevant degree of acceptance among teachers (Macalister, 2010), extensive

reading is surprisingly not very common in schools’ curriculums probably because of the

unfamiliar roles that both learners and teachers must open to experience when doing extensive

reading, the pressure of completing schools curriculums over a tight term time, and the fact that

benefits do not show immediately (Brown, 2009; Macalister, 2007; Renandya, 2007).

Nevertheless, the benefits of extensive reading clearly outweigh its drawbacks. Maley (2005)

argues that extensive reading is an effective method to improve language proficiency; similarly,

Davis (1995) forcefully declares that any ESL or EFL classroom would be the poorer for the lack

of extensive reading. As the evidence for extensive reading being an effective ELT methodology

cannot simply be ignored, and even in the case of not providing immediate measurable gains for

the learner, the opportunity of having an enjoyable learning experience in the ELT classroom

makes it worth exploring and trying (Renandya, 2007).

 
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References

Brown, D. (2009). Why and How Textbooks Should Encourage Extensive Reading. ELT

Journal, 63 (3), 238-245.

Chen, I. (2018). Incorporating Task-Based Learning in an Extensive Reading Programme. ELT

Journal, 72 (4), 405-414.

Davis, C. (1995). Extensive Reading: an Expensive Extravagance? ELT Journal, 49 (4), 329-

336.

Day, R., & J. Bamford. (1998). Extensive Reading in the Second Language Classroom.

Cambridge University Press.

Day, R. & J. Bamford. (2004). Extensive Reading Activities for Teaching Language. Cambridge

University Press.

Day, R. (2015). Extending Extensive Reading. Reading in a Foreign Language, 27 (2), 294-301.

Green, C. (2005). Integrating Extensive Reading in the Task-Based Curriculum. ELT Journal, 59

(4), 406-311.

Kembo, J. (1993). Reading: Encouraging and Maintaining Individual Extensive Reading, English

Teaching Forum, 31 (2), 36-38.

Krashen, S. (2004). The Power of Reading. Libraries Unlimited.

Krashen, S. (2011). Free Voluntary Reading. Libraries Unlimited.

Macalister, J. (2007). Implementing Extensive Reading in an EAP Programme. ELT journal, 62

(3), 248-256.
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Macalister, J. (2010). Investigating Teacher Attitudes to Extensive Reading Practices in Higher

Education: Why Isn’t Everyone Doing It? Reading in a Foreign Language, 41 (1), 59-75.

Macalister, J. (2015). Guidelines or Commandments? Reconsidering Core Principles in

Extensive Reading. Reading in a Foreign Language, 27 (1), 122-128.

Maley, A. (2005). Review: Extensive Reading Activities for Language Teaching. ELT Journal, 59

(4), 354-355.

Mo, A. (2020). Improving 9th Grade EFL Students’ Reading Speed Through an Enhanced

Extensive Reading Methodology. Asia-Pacific Edu Res. 30 (2), 109-117.

Palmer, H. (1917). The Scientific Study and Teaching of Languages. George G. Harrap

& Company LTD.

Pino, J. (1992). Extensive Reading: No Pain, No Gain? English Teaching Forum, 30 (2), 48-49.

Renandya, W. (2007). The Power of Extensive Reading. Regional Language Centre Journal, 38

(2), 133-149