UNIVERSITY OF LATVIA

FACULTY OF EDUCATION, PSYCHOLOGY AND ART

TEACHER EDUCATION DEPARTMENT

EFFECTIVENESS OF EXTENSIVE READING ON ENGLISH

LANGUAGE SKILLS IN FORM 5

DIPLOMA PAPER

AUTHOR: MARINA NOZDRAČEVA

ID.NO.: MN17012
ADVISER: M.paed., M.phil. SANDRA KALNIŅA

RIGA 2021
 LATVIJAS UNIVERSITĀTE
PEDAGOĢIJAS, PSIHOLOĢIJAS UN MĀKSLAS FAKULTĀTE
SKOLOTĀJU IZGLĪTĪBAS NODAĻA

PAPLAŠINĀTĀS LASĪŠANAS EFEKTIVITĀTE ANGĻU VALODAS

PRASMJU PILNVEIDĒ 5.KLASĒ

DIPLOMDARBS

AUTORS: MARINA NOZDRACEVA

STUDENTA APLIECĪBAS Nr.: MN17012
ZINĀTNISKAIS VADĪTĀJS: M.ped., M.fil. SANDRA KALNIŅA

RIGA 2021
DECLARATION OF ACADEMIC INTEGRITY

I declare that this study is my own and does not contain any unacknowledged
work from any source.

Marina Nozdračeva
ABSTRACT

Over the past few decades, extensive reading has been gaining support and recognition in
second and foreign language learning pedagogy. Numerous articles show the benefits of
extensive reading in enhancing English language skills. Although extensive reading has
gained recognition and is being practiced in many countries, in Latvia it is still little used.
This paper aims to show the benefits of extensive reading and how effective it can be in
improving the learner’s foreign language proficiency. The study of extensive reading shows
that it is not only effective in developing a learner’s reading ability but also improves other
language skills. This paper mainly focuses on the improvement of reading ability
and related language skills and aspects like- vocabulary, grammar, spelling.
This paper is the result of research conducted to find and identify effective extensive
reading activities for fifth grade English learners. During the case study, interviews with
English teachers, questionnaire and observation of performing seven tasks have been
conducted to determine which extensive reading activities are most frequently used by
teachers and which are most effective for language skills amelioration. Consequently, after
evaluating the results, specific methods were applied and student feedback was received.
It has been found that the most effective extensive reading activities are posters making
and presentation, conversations (with the teacher or classmates), quotidian reading and
grading the book, work with e-books and reading for the weekly blog. Moreover, after
applying these tasks, it became possible to improve the reading comprehension and
academic achievement of students in English.
It was concluded that each fifth grade student had a different reading preference, and the
teacher should base extensive reading activities on the interests and preferences of the
students. However, each of these methods can positively or negatively affect learners'
language skills improvement, reducing their desire and motivation to read and to learn.
Thus, this Diploma Paper can be used by English teachers who want to improve and
develop their students’ competencies, to maintain a positive learning environment in which
students are interested in improving their academic abilities to successfully use the
language outside the classroom.

Key words: extensive reading, activity, improvement, English, language, skills, students.
ANOTĀCIJA

Pēdējo gadu desmitu laikā plašā lasīšana ir guvusi atbalstu un atzinību otrās valodas un
svešvalodu apguves pedagoģijā. Daudzi raksti parāda plašās lasīšanas priekšrocības angļu
valodas prasmju uzlabošanā. Lai gan plašā lasīšana ir guvusi atzinību tiek praktizēta
daudzās valstīs, Latvijā tā joprojām tiek maz izmantota.
Šī diplomdarba mērķis ir parādīt plašās lasīšanas priekšrocības un to, cik efektīvi tā var
uzlabot izglītojamo svešvalodu prasmi. Plašās lasīšanas pētījums parāda, ka tas ne tikai
efektīvi attīsta izglītojamo lasītprasmi, bet arī uzlabo citas valodas prasmes. Šis
diplomdarbs galvenokārt koncentrējas uz lasītprasmes un ar to saistīto valodu prasmju
uzlabošanu, piemēram, vārdu krājumu, gramatiku, pareizrakstību.
Šis diplomdarbs ir pētījumu rezultāts, lai atrastu un identificētu efektīvas plašās lasīšanas
aktivitātes piektās klases angļu valodas apguvējiem. Gadījuma izpētes laikā tika veiktas
intervijas ar angļu valodas skolotājiem, anketēšana un septiņu uzdevumu izpildes
novērošana, lai noteiktu, kuras plašās lasīšanas aktivitātes skolotāji izmanto visbiežāk un
kuras ir visefektīvākās valodas prasmju uzlabošanai. Līdz ar to pēc rezultātu izvērtēšanas
tika izmantotas īpašas metodes un saņemtas studentu atsauksmes.
Ir konstatēts, ka visefektīvākās plašās lasīšanas aktivitātes ir plakātu veidošana un
prezentēšana, sarunas (ar skolotāju vai klasesbiedriem), grāmatas lasīšana un vērtēšana pa
kvodītiem, darbs ar e-grāmatām un iknedēļas emuāra lasīšana. Turklāt pēc šo uzdevumu
piemērošanas kļuva iespējams uzlabot studentu lasītpratni un mācību sasniegumus angļu
valodā.
Tika secināts, ka katrs piektās klases skolēns dod priekšroku atšķirīgam lasīšanas
veidam, un skolotājam plašās lasīšanas aktivitātes jāpamato ar skolēnu interesēm un
vēlmēm. Tomēr katra no šīm metodēm var pozitīvi vai negatīvi ietekmēt izglītojamo
valodas prasmju uzlabošanos, mazinot viņu vēlmi un motivāciju lasīt un mācīties. Tādējādi
šo diplomdarbu var izmantot angļu valodas skolotāji, kuri vēlas uzlabot un attīstīt savu
skolēnu kompetences, uzturēt pozitīvu mācību vidi, kurā skolēni ir ieinteresēti uzlabot
savas akadēmiskās spējas, lai veiksmīgi izmantotu valodu ārpus klases.

Atslēgvārdi: plašā lasīšana, aktivitāte, uzlabošana, angļu valoda, valoda, prasmes, skolēni.
TABLE OF CONTENTS

INTRODUCTION……………..……………………………………………………..……... 7

1. THE ROLE OF EXTENSIVE READING IN LANGUAGE LEARNING…......….....10

1.1 DEFINITION OF EXTENSIVE READING…………………………………..…………11

1.1.2 CHARACTERISTICS OF EXTENSIVE READING ………………….…………………12

1.1.3 EXTENSIVE READING VS INTENSIVE READING………………………………..18

2. DEVELOPMENT OF READING............…………………………………….…............20

2.1 READING SPEED.............................................................................................................21

2.1.1 READING COMPREHENSION………………………………………………………21

2.1.2 READING FLUENCY………………………………………………………………...22

2.2 VOCABULARY ACQUISITION ………………………………………………………..23

2.3 GRAMMAR DEVELOPMENT …………………………………………………………24

2.4 IMPROVEMENT IN SPELLING ………………………………………………...……..25

3. EXTENSIVE READING ACTIVITIES FOR ESL/EFL STUDENTS……………..….27

4. CASE STUDY ON EFFECTIVENESS OF EXTENSIVE READING ACTIVITIES

……………………………………………………………………..…………31

4.1 ANALYSIS OF STUDENTS’ QUESTIONNAIRE RESPONSES………...………..…32

4.2 ANALYSIS OF TEACHERS’ RESPONSES FROM THE INTERVIEW ……..……...35

4.3 DATA ANALYSIS OF OBSERVATIONS……………………………………..……….39

4.4 DATA ANALYSIS OF FEEDBACK…………………………………………………...47

CONCLUSION………………………………………………………………………………50

THESES………………………………………………………………………………...……52

BIBLIOGRAPHY…………………………………………………………………………...53

APPENDICES
INTRODUCTION

In 2016, Latvia entered the 10 most literate countries in the world, taking the honorable
9th place (LSM.LV). Literacy in this case refers to the characteristics of grammatical
behavior - from the number of libraries and newspapers to the number of years of study and
the availability of computers in each country. From this we can conclude that reading books
in Latvia is one of the most widespread and favorite hobbies among the population.
For 4 years the situation not only in Latvia, but also in the world in the field of reading
has changed. Printed books have faded into the background, giving way to electronic
prototypes. Moreover, young people have stopped reading fiction or any authentic material,
preferring faster and more accessible sources of information like social networks, TV or
radio.
The same situation occurs in schools. Teachers, in general, do not provide students with a
choice of books that could be of interest to them, but give them to read only what they
themselves consider necessary or following the educational plan. With such methods,
sometimes selfish, students lose motivation and desire not only to read, but also to develop
their ability to speak and use a foreign language in their daily life.
A striking example is the use of an intensive reading method in the classroom, when
students read small paragraphs given in textbooks and translate each as if literally losing all
meaning of the text and its importance. Students do not learn how to work with texts and
find the most important thing there - the meaning and the main idea that it could teach
them. Over the past decade, there has been a lot of interest in Extensive Reading (ER) as an
effective approach to improving student’s first foreign language learning. Extensive reading
usually involves reading a lot of material in order to gain a general understanding.
The point of reading in detail is not necessarily focusing on just one text. You can read a
variety of sources and materials to develop your reading skills. This is not about finding
and deep understanding of meaning, grammar rules or other important aspects of the text.
The ER is also set up for students’ pleasure. It awakens in them the motivation and
confidence to further study the language in all its aspects, making it more successful and
effective in using the language. In detailed reading, readers are more concerned with the
meaning of the text than with the meaning of individual words and sentences (Bamford &
Day 1997).
Extensive reading is considered a successful program that can help learners learn a
foreign language. For beginners, ER helps to familiarize them with reading material and
develop their cognitive abilities to understand new words, construct sentences and

7
understand the text as a whole. Students will gain a general understanding of the text and
improve their language skills as vocabulary, grammar and pronunciation. As Nuttall (1982)
argued, "The best way to improve your knowledge of a foreign language is to live with
native speakers, and the next best way is to read it a lot."
In addition to the language benefits of ER, learners can improve and develop their
knowledge of the world and other cultures. Reading is a unifying tool in learning English
and consolidating the material learned in other lessons like history, geography, visual art
and others. Basic subject knowledge gained from the traditional subject teaching will
facilitate reading.
Reading provides re-consolidation of material, which increases the likelihood that it will
be remembered. However, using reading in this way requires guidance from the teacher and
thus may impinge on the student's motivation. Therefore, a balance must be maintained
between developing reading skills and reinforcing content knowledge.
This Paper contains various opinions of different authors and the experience of the
author of the Paper, which gave a deeper understanding of the topic. The theoretical and
practical evidence presented is related to the benefits of extensive reading and its
effectiveness in learning a foreign language. This helped to gain a deeper understanding of
the impact of in-depth reading on foreign language learning. In addition, it facilitated the
systematic completion of the study.
The aim of the Diploma Paper is to explore the benefits of extensive reading in English
as foreign language learning in Form 5 on English language skills. Moreover, it aims to
find out whether extensive reading is effective for improving learner‘s reading ability and
other linguistic aspects in the foreign language. This paper can also be used by teachers for
further studies of extensive reading to improve the way of teaching foreign language.
To achieve the aim the following objectives have been set:
1. To study and analyze literature about extensive reading.
2. To find out evidence that separates extensive reading from the intensive reading.
3. To apply extensive reading activities to improve English skills during the classes in
Form 5.
4. To conduct the questionnaire to gather information about students’ reading experience.
5. To conduct the interview with the teacher about the extensive reading activities.
6. To conduct the observation of students performing the extensive reading activities and
compare the obtained results of the research.
The research questions for the Diploma Paper are the following:

8
 1. What are the benefits of extensive reading in English as foreign language learning on
English language skills?
2. To what extent can learners improve their reading proficiency in English as a foreign
language?
3. What are the activities to implement extensive reading in EFL classroom?

The research method of the Diploma paper is a case study, in which particular students
and teachers would be explored. The research sample includes 26 students from Riga
Secondary School 95 from Form 5. The age of the students varies from 10 to 12 years, and
during the study, the psychological characteristics of children and their preferences,
interests outside of school were taken into account. The literature survey was carried out
during the winter term of 2020, and the empirical research was conducted in the second
half of winter and the first half of the spring semesters.

The data collection methods are a questionnaire which was adapted by the author in
order to achieve the aim of the Paper. Observation check list to track students' progress in
learning and improving their English language skills through extensive reading and
compare them with students’ previous results. Interview with teachers to determine their
views on the effectiveness of extensive reading during English lessons.

Outline of chapters: 

Chapter 1 reveals the features and characteristics of extensive reading, comparing it to

intensive reading.

Chapter 2 explains the development of reading abilities.

Chapter 3 examines the activities for the effective usage of extensive reading in English
language learning.

Chapter 4 presents the results of the case study, where the applied strategies are
described and students' academic achievements are demonstrated.

9
 1. THE ROLE OF EXTENSIVE READING IN LANGUAGE
LEARNING

In the study of a native, but also a foreign language, linguistic aspects play an indelible
role. When using such aspects as speaking, writing, listening, as well as reading, the study,
understanding and use of a foreign language in everyday speech is built. In the educational
system and in English lessons, reading, as one of the types of basic linguistic aspects, takes
a less important place, giving preference to writing, listening, but most of all speaking.
For teachers, reading is mainly a tool to more clearly explain the meaning of words in a
specific context. This type of reading is called intensive and the most common during
foreign language lessons. A more common mistake teachers make is that they do not want
to take reading authentic literature as one of the main foundations of the foreign language
learning.
Moreover, extensive reading is based on the principle that we learn to read by reading,
focusing our attention on the basic understanding of the text - its main idea, and not on
every single word. Extensive reading can play a unifying role for all linguistic aspects: the
ability to write reviews about what has been read, organize and lead discussions, listen to
audiobooks or others' opinions on what has been read.
When English as a foreign language students read a lot, they become free readers.
Students will read more fluently and with greater reading comprehension, as the text
already contains words that the students already know. Rob Waring (2011) states that the
learners should READ by reading:
Read quickly and . . .
Enjoyably with . . .
Adequate comprehension so they . . .
Don’t need a dictionary.
Students who read a lot develop a positive reading attitude and increase motivation to
learn English. Moreover, there are some good reasons for EFL students to read a lot.
Extensive reading allows the reader to become more independent and make their own
decisions.
10
 This approach is a more democratic teaching method, when the student can become one
of the participants in the process, which, like the teacher, makes a decision and his opinion
may be the casting. Also, this method is suitable in order to develop in learners such
features as: critical thinking in writing reviews to books, cooperation, in order to make a
common project with classmates after reading a book, as well as develop their own opinion
and creativity. To better understand the effectiveness of the role of extensive reading, it is
necessary to know its direct meaning from the point of view of various authors and studies.

1.1 DEFINITION OF EXTENSIVE READING

There is an evidence that extensive reading has a profound effect on language learning.
Extensive reading is a teaching method that provides for easy reading in a large volume, in
the target language. Moreover, students have the right to make their own choice of the
reading material based on their interests, which will bring them pleasure from the reading
process and from the reading itself. It also gives students the opportunity not to read or
refuse to read those materials that they are not interested in.
However, as Macalister (2008) points out, the value of extensive reading is not strictly
defined and can manifest itself in different ways. At the same time, some practicing
teachers pay attention to the amount of the text read, some - to the amount of the new text
read, excluding repeated reading, and some focus on the time spent on reading.
Reading is considered more important than comprehending specific details, so testing
students' reading comprehension is usually minimized. Such tests can cause stress, anxiety,
distracting reading environments and diminish reading pleasure. According to Day and
Bamford (2004), in intensive reading environments, learners are encouraged to read in
order to gain the general meaning of the text. They also read for information and their
satisfaction. Gradually, students develop the habit of reading, which helps them gain
confidence in language learning.
With more frequent reading of the books, an unconscious memorization of vocabulary
and grammar elements occurs in which language knowledge expands and students'
confidence in using their knowledge in practice increases. Plamer (1969) uses the term
“extensive reading” as a “read book after a book” on foreign language pedagogy (cited
from Tao 2014, 72). Students' attention is focused directly on the content of the text, not on
its linguistic and grammatical forms.
The term "additional reading" can be assigned to extensive reading, the purpose of which
is reading not only in the classroom but also outside of it. "Additional reading" gives

11
 pleasure while reading, as well as allows you to understand the foreign language in general
terms.
Moreover, it is believed that extensive reading is created as an approach for teaching and
learning a foreign language. Learners read a variety of materials that are appropriate for
their linguistic capabilities.
In point of fact, extensive reading is an approach in which the reader can stop at any
time if the book is no longer interesting to him. After reading the book, the reader does not
have to complete any tasks that assess his knowledge. Advanced reading can be used in any
EFL classroom, regardless of content, intensity, age, or language proficiency. The
significance of the extensive reading process is that students would have a basic knowledge
of the target language
Extensive reading is the approach that has many definitions and various terms, but it all
comes together in a single goal that this approach pursues. Extensive reading is an approach
whereby the reader is more focused on understanding the content, rather than on individual
linguistic elements. Reading should be a favorable process that motivates for a deeper study
and understanding of a foreign language.
The approach forms a positive attitude towards reading, and the knowledge of the
foreign language improves. Extensive reading contributes to language fluency and
vocabulary expansion, which increases reading speed. Nuttall (1996) suggested that the
best way to improve your knowledge of a foreign language was to live with native
speakers. The next best way is to read a lot in it. For a deeper understanding and
implementation of the extensive reading method by teachers, it is necessary to study its
main characteristics that will help develop more accessible tasks for students.

1.1.2 CHARACTERISTICS OF EXTENSIVE READING

In the previous sub-chapter, a general meaning was established about what extensive
reading is and what outcome learning English as a foreign language can lead to. To better
understand the extensive reading approach, it is necessary to examine its basic
characteristics.
The author of the Paper agrees that extensive reading is an approach in which
students read a large number of materials, understanding their essence and which
correspond to the level of knowledge. Students can choose to read any material that
suits their interests, and they can read it at their own speed (Hitosugi & Day 2004).
Independent choice of the material makes this approach more flexible and democratic,

12
taking into account the needs and interests of students, allowing them to
comprehensively develop their knowledge of a foreign language and apply them in
practice at a pace that suits them.
Day and Bamford (2002) noted that in addition to affecting language and reading
ability, this may be the key to unlocking all the important taste for reading in a foreign
language among students (Day & Bamford 2002, 136) Researchers proposed ten
principles for teaching extensive reading as a tool for the professional development of
foreign language learners. These basic principles of extensive reading encourage
teachers to use them in teaching students a foreign language as a way to test their
convictions about reading itself and the effectiveness of extensive reading in particular.
One of the principles of successful extensive reading is reading easy materials. The
materials provided to students correspond to their language level, contain familiar
vocabulary or very few incomprehensible words. Also, the grammar of the materials is
understandable and not difficult for students. Day and Bamford (2002) argue that "for
all-round reading to be possible and to produce the desired results, the texts must match
the learners' reading skills in a foreign language." (Day & Bamford 2002, 137)
The materials for the beginners should not contain more than one or two unknown
words, and for the intermediate learners no more than four or five words. Such materials
will keep students in their familiar comfort zone and they will succeed in reading and
developing their language skills.
Also, one of the advantages of easy reading is that students are aware of the fact that
they can read materials in a foreign language without difficulty. Therefore, by reading
more books in a foreign language and understanding their meaning, students
unbeknownst to themselves become readers in the target language.
Despite this, there is a negative point of view about the use of in easy language for
teaching reading. Day and Bamford (2002) noted that some feel that in order to
introduce students to real-world reading, real-world text should be used for detailed
reading, but that this will not lead to the progress that needs to be made. (Day &
Bamford 2002, 137) On the contrary, students should read texts that reflect their
language abilities in order to motivate them to improve their reading skills, learn and
progress the foreign language. For students, texts that are easy and enjoyable for them at
every stage of learning are suitable for developing reading skills and a desire to read and
learn more.
The second aspect is a variety of reading materials on a wide range of topics that
must be available for students. The variety of materials allows students to find the text

13
they prefer that suits their interests and linguistic possibilities. Hitosugi and Day (2004)
suggested that "different kinds of reading material also encourage a flexible approach to
reading. Students learn to read in different ways (e.g., skimming, scanning, more careful
reading) and for different reasons (e.g., entertainment, information, passing the time)"
(Hitosugi & Day 2004, 21).
Students' interest in reading encourages successful in-depth reading. In order to
awaken or encourage the desire to read, the texts provided to students to choose from
must correspond to the same variety of interests and purposes for which students want
to read. In other words, students should have a variety of different materials to choose
from that they would like to read.
The materials can range from books to magazines, and the genres of materials can
range from fiction to science fiction. And also materials can be of any volume and
different levels of complexity. To find out what students prefer to read, the teacher can
ask them what they read most often in their native language or ask the school librarian
which books are popular with students.
The third tenet of extensive reading is to give students their own choice of what they
want to read. This principle can be called the basis of extensive reading. In addition,
students have a new, independent role in the learning process. This role differs from the
traditional one when the teacher chose the material to read.
Students like the new direction of extensive reading, as it gives them the opportunity
to independently make decisions and choose material for themselves. Day and Bamford
(2002) stated that "freedom of choice means that students can choose the texts they
expect to understand, study, and enjoy." (Day & Bamford 2002, 137) Students are free
to choose and are encouraged to stop reading any material that is difficult for them or
does not fit their preferences.
Students read primarily for themselves, not for the teacher or good grades. They are
responsible for their own education. The reading process depends entirely on the
students themselves, or rather on the purpose for which they are reading. According to
Samuels, with the abandonment of the teacher-centered approach, the students will not
be able to gain independence, since throughout the training students have always been
dependent on the teacher (cited in Day & Bamford 2002, 138).
The fourth principle is that students read as much as possible. The amount of reading
has a direct impact on the benefits and in-depth reading in the study of a foreign
language. The more the student reads books and materials, the more benefit from this in
his teaching. As maintained by Bamford and Day (2002) the key element in learning to

14
read is the time that the reader has spent. However, students are not allowed to read as
much as they can (Day & Bamford 2002, 138).
For a successful and productive extensive reading, you need to read one book per
week. Then the speed of reading, language proficiency, and the level of motivation for
learning will increase. The goal becomes real, as the volume and content of the books
for students correspond to their language level and vocabulary.
The fifth principle is the purpose of reading, which is usually associated with
pleasure, information, and general understanding. In an extensive reading approach,
students are encouraged to read for the same purpose as most first-language readers.
With this approach, students read for a variety of reasons, from entertainment to
gathering specific information (Hitosugi & Day 2004). Moreover, in order to achieve
the set goal during reading, a complete understanding is not required, but only a partial
one.
In the extended reading approach, the achieved reading comprehension or knowledge
gained during this process fades into the background and the attention fades to the
personal experience of the reader. The student's goal in extensive reading is to have
sufficient understanding and interest to accomplish reading goals such as gathering
information, enjoying a story, or spending time.
The sixth principle is that reading itself is already a reward. Extensive reading, as
opposed to an intensive approach, encourages students to read for their own pleasure
and to obtain useful and necessary information for them. The purpose of in-depth
reading is not to achieve one hundred percent understanding, but to achieve sufficient
understanding (Kredatusova, n.o., 11). The aim of students in the extensive reading
approach is to gain experience. Students are not required to fully understand and
complete assignments that will test them for reading knowledge.
However, the teacher may need to ask students to complete additional assignments
after reading for several reasons. Reasons: 1) to ascertain student comprehension and
reading experience; 2) keep track of what students are reading; 3) control the student's
attitude to reading; and 4) link reading to other aspects of the curriculum (Hitosugi &
Day 2004).
For these reasons mentioned, students may be asked to complete tasks such as to do
expressing reading of a passage they like from the book, creating a project about a
favorite character or playing it in front of the class, as well as writing a review of the
best or worst book in their opinion. Such a variety of assignments will help to further
interest students in reading.

15
 The seventh principle of extensive reading is a faster reading pace. As already
explained in the previous principles, students read materials that are easy for them to
understand, thereby significantly speeding up their reading. Over time, students will
learn to read fluently through word-by-word decoding. Thus, extensive reading does not
imply the use of dictionaries, since it interferes with reading and understanding what
was read. Students have an incentive to read extensively when this process is enjoyable
and appropriate to the language level of the students. From this, we can conclude that
speed, pleasure, and understanding are closely related to each other.
Nuttall described the circle of weak readers: “Reads slowly; does not like to read;
reads little; does not understand; and suggested that intensive reading can help slow
readers learn to read faster, understand better, and enjoy reading (cited in Day &
Bamford 2002, 138).
Avoiding the use of dictionaries in the extensive reading approach learners empower
other skills that are important to the reader, such as a strategy of guessing or ignoring
the meaning of unknown words, as well as better understanding the general meaning of
the text. In this way, students develop the skill to think with a certain level of ambiguity.
The next principle is individual and silent reading. For this principle to work
effectively in practice, students can read the book at their own pace, whenever and
wherever they want, be it in the classroom or in their own room. Also, during the
educational process, special time can be allocated for extensive, independent reading.
The reading process is the individual interaction of students with the text and the
process of gaining personal experience for which they are responsible.
In our modern and democratic time, education in its development is progressing
greatly and the approach of education, in which students are the center of the process, is
becoming in demand all over the world. Every year the Latvian educational system is
more confidently introducing this approach, according to which students can choose
what they want to study. The teacher will be their mentor and guide in the study of the
topic that students are interested in.
Consequently, one of the basic principles of extensive reading is teachers orienting
and guiding their students. As Day and Bamford (2002) have noted, "no reading pain,
no reading gain‖ but many serious-minded students do not understand how easy and
interesting material can help them become good readers (Day & Bamford 2002, 139). In
consequence, the teacher needs to instruct the student about the principles of extensive
reading and its benefits.

16
 The teacher will act as a guide between students and the extensive reading approach.
The teacher will explain that this approach not only helps to improve reading skills but
also language knowledge and skills. Students will gain knowledge of vocabulary,
reading, writing, and oral fluency.
To make the reading process more comfortable for students, teachers can discuss the
choice of easy material, self-selection, and reading for general understanding. To ensure
that the extensive approach is successful in influencing student outcomes, teachers need
to monitor what students are reading. Furthermore, keep an eye on their reactions, how
much and for how long they read, and whether students have any reading difficulties.
Teachers also have to encourage the students to expand their reading comfort zones, and
as they continue reading, they will be able to read books that they found difficult to read
before (Hitosugi & Day 2004).
The final principle of deep reading is the teacher - the reader's role model. Nuttall's
famous proverb “reading was caught, not taught” (quoted in Day & Bamford 2002, 139)
suits well here. The teacher is a role model for his students, from which they take a
basic example. Therefore, teachers must understand the full degree of responsibility for
the direct impact they have on their students.
Learners, first of all, study not the subject, but their teacher and his relation to his
subject. Thus, they understand how important his work is for the teacher, thereby they
themselves become interested and motivate themselves for a positive result. The attitude
of teachers and students to their work is not just professional experience. This is what
they will remember and what they will leave in the memory of their students.
Summing up, the author of the Paper concludes that the teacher himself should take
an active interest in reading and, by his example, encourage students to read and devote
a separate time to it. If the teacher reads the same material as the students and discusses
them with them, then he can become a role model for students. Hitosugi and Day (2004)
suggested that if the teacher reads the same materials as their students and talks to them
about it then it will make them a model of a reader. It will also make teachers
recommend reading materials to individual students. Due to this, the teacher and
students will form a community of readers that experience the value and pleasure to
read and live in the world of books.
Based on the above characteristics, it is clear that extensive reading can be an
effective and affordable method of encouraging learners to learn the target language.
Students can not only learn the language but also show their individual moral qualities,
express their point of view, make a decision in the first place, which will be convenient

17
 for the student himself. Also, through extensive reading, learners can practice their
knowledge that they received while reading the book during discussions, various art
projects. But the most important thing in this approach is that students are free to choose
what to read and at what pace in accordance with their language capabilities.
However, most teachers prefer the intensive reading method, which does not take
much time and effort to implement. To better understand which reading method is more
successful in improving the English language skills, it is necessary to conduct a
comparative analysis of intensive and extensive reading methods.

1.1.3 EXTENSIVE READING VS INTENSIVE READING

Extensive and intensive reading are the main forms of approaches to learning and
teaching a language. While both of these forms of reading are in demand and frequently
used, they have different purposes. Extended reading refers to “learning to read,” which
means practicing reading skills through reading. For example, reading a collection of
stories to have fun without knowing what they are learning (Extensive reading
foundation 2011, 2). In extended reading, students focus more on the meaning of the
text than on individual words and sentences.
The purpose of the extensive approach is to easily and freely understand and learn
the target language by reading texts that correspond to the level of knowledge of the
students. Also, the development of reading fluency, having fun, deepening knowledge of
the language elements with which they are already familiar, and applying the knowledge
gained in practice for communicative purposes.
It invites students to read a large number of simple materials for information and
enjoyment in order to achieve a general and complete understanding of the reading
material (cited in Tomkova 2008, 11).
Reading extensively is an approach that is appropriate for people who like to read.
But its disadvantage is that it is not suitable for those who are tiring to learn the target
language. This is a superficial reading that does not focus on individual linguistic
details.
On the other hand, intensive reading is called “learning to read,” which means that
students read a text to learn something about the language itself — for example, a new
word, grammar, and so on. This can be called "educational reading" (Extensive reading
foundation 2011, 2).

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 The purpose of intensive reading is to work with short texts that contain a rather
complex vocabulary and grammatical structures that are difficult to understand and
follow the general meaning of the text. Working with such a text most often involves
doing exercises and a detailed study. This approach, helps language learners truly
understand the grammar and syntax of the language.
In order to better understand the content of the text, students are offered various
exercises to complement the reading. For example, students might read a short
paragraph, then answer questions, arrange sentences, or find meaning for certain words.
This approach can be called the classic one used in traditional classrooms.
Intensive reading is an approach that can only be carried out during a foreign
language lesson, as it is a more in-depth and detailed analysis of a short text with a large
number of unknown words and grammatical structures. In order to implement an
intensive approach in action, it takes a lot of time, and it can also be called energy-
intensive since it requires a lot of mental effort.
Undoubtedly, a combination of intensive and extensive approaches would show the
best results. If a foreign language lesson takes place only in the form of one of these
approaches, it is sometimes useful to turn to another and diversify your lesson plan with
new methods and activities in order to benefit from both approaches. Now we live in
such a world that learning should first of all be adjusted to the student, his desires, and
characteristics. Therefore, each student can choose for himself the most convenient way
of reading and assimilating the information.
These two forms of reading are not considered as opposition, as both serve different
but complementary purposes. While intensive reading introduces new language items to
the learners, extensive reading helps the learners to practice and to have more clear
knowledge of them (Extensive reading foundation 2011, 2).Moreover, extensive reading
is believed to have a major impact on the development of students' language and
reading skills.

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 2. DEVELOPMENT OF READING

For a person individually and for all nations in the world, reading occupies one of the
most important places in mental development and cultural values. In the 21st century,
technological progress has presented humanity with new opportunities to draw information
from more accessible and faster sources. The departure of the habitual form of reading to
the background has become imperceptible for students from adolescence and older.
Reading could act as a means for gaining new knowledge, as well as contribute to their
personal and cultural development. However, reading skills are now resuming their
popularity as a development strategy and are an important requirement in many countries.
Reading is a complex mental cognitive activity. Reading for people is not only learning,
obtaining, and assimilating new knowledge in various fields, but also, for some extent,
creativity for human cognition, which leads people to determine their capabilities. During
reading, a person does not passively process what he read, but actively participates in
mental processes, including the processing of linguistic information, the construction of a
semantic world, cultural creativity and aesthetic experience. Based on this, reading is the
ability to develop both intellectual and individual, spiritual development of a person.
Reading development is the stage through which readers develop their reading and
language abilities from the initial to the advanced stages. There are several stages to
reading, through which the student goes from the early years of his studies. The first step is
the logographic step, whereby the reader relies on visual word recognition and connects it
with pronunciation. The next stage is the phonological reading path, when the reader
reaches the alphabetical stage of reading and can speak words, relying on knowledge of
sounds. Another stage of reading is visual, when the student already has enough knowledge
and can read words, not by letter, but to recognize them directly.
When children begin to learn to read, teachers need to take into account their previous
reading level and the difficulty of the text (language level, word and grammar difficulty).
These characteristics affect the comprehension of the text and the ability of students to read
it fluently. Difficulty or ease of reading of the text is influenced by the textual
characteristics, such as the size and position of the text; the presence or absence of pictures;

20
 the complexity of words; the complexity of the sentence construction; and introducing
children to text content (Burns & Kidd 2010).
Referring to the above facts, which can be attributed to extensive reading, they have a
large impact on the development of students' reading skills. Extensive reading is an
approach that can help improve students' reading speed, fluency, and comprehension.
2.1 READING SPEED

One of the goals of extensive reading is to encourage students to read as many books as
possible, thereby improving reading fluency as a consequence of extensive reading. Slow
reading speed is one of the main problems for those students for whom English is a second
or foreign language. This aspect is often associated with the methodology that teachers use
during their English lessons. These are mainly intensive reading techniques that focus more
on language development than reading itself.
During the usual practice of intensive reading lessons, the text that is given to students
for often not interesting to them is chosen by the teacher himself, which corresponds to the
topic of the lesson. Likewise, intensive reading texts are used to represent, practice,
manipulate and reinforce language skills, rather than encouraging reading. Slow reading is
a problem that students face during the educational process. It has been defined as a weak
reading, presuming the slow processing of information that the reader is incapable to hold
enough details in short-term memory to permit comprehension of the overall import of the
text.
In extensive reading approach, different goals that students set while reading require
different speeds. Moreover, the aim of extensive reading is to identify the dual problems of
reading speed and reading comprehension. Robb and Sasser (1989) argued that in their
study the heavy reading group read significantly faster than the control group (cited in Al-
Homoud & Schmitt 2009, 385). It should also be borne in mind that the development of
reading speed is impossible without understanding the context of the text.

2.1.1 READING COMPREHENSION

Comprehension is the understanding and interpretation of what you read. The primary
goal of teaching reading comprehension is to help students develop the knowledge, skills
and experience they need to become competent and passionate readers. Learning to read
used to be based on the application of specific language skills, such as determining the

21
 meaning of words, finding main ideas, identifying connections between characters and
events, comparison and juxtaposition. Comprehension was seen as mastering these skills.
Typical comprehension training was that teachers would ask students to apply a
particular skill, then practice it on various assignments from a workbook or textbook, and
then the teacher would assess their ability to apply that skill. This approach is ineffective
since it does not give students a definite idea of when or in what case to apply a particular
skill. Also, these skills cannot guarantee that the student will begin to understand the text.
In order for students to remember correctly what the meaning of what they read, they
must have such skills as deciphering what they read - understanding more than 90 percent
of the words and grammatical structures of the text. Reading comprehension depends on
the person who already knows more than half of the words in the text. This defines the
connection between what students read and what they already know. Moreover, they are
used to think about what they read - what is the main purpose of the material they read.
For a full reading comprehension, you need sufficient vocabulary or knowledge of the
meanings of a sufficient number of words. Students who have sufficient vocabulary for the
level of the target language have a good understanding of what the text is about and can
make any conclusions about what they are reading.
They can understand in the text what is important to them, what the fact is, what caused
the event, what characters are in nature. It can be concluded that understanding is
associated with reading itself and thinking, reasoning. When the students begin to
comprehend the text, criticize it, elaborate and reflect on it, it means that reading fluency
takes little capacity.

2.1.2 READING FLUENCY

Fluency is the ability to read with speed, precision, and correct expression. Reading
fluency is an important tool for extensive reading as it helps to recognize words and
determine their meaning. Reading fluency consists of component sub-skills, such as
decoding, word recognition, phonological representation, and syntactic and semantic
chunking that gradually fuse. Reader can focus on the higher level processes of
comprehension, analysis and interpretation (Huffman 2014, 19).
In order to understand what students are reading about, they must have developed the
ability to read fluently, regardless of whether they read aloud or silently for themselves.
When reading aloud fluently, students try to read more expressively and with intonation.

22
 On the other hand, those who read to themselves can automatically recognize words. As
they read, they group words to understand the meaning of the material. Children who do
not read fluently read quite slowly word by word and students also sound awkward. For
these students, reading may be intermittent, as they concentrate their attention on
deciphering unfamiliar words.
Fluency is also important for motivation. Those students who have not developed
fluency in reading, find this process tedious and do not express a desire to read. Those who
have developed reading fluency, enjoy reading books they like, expanding their knowledge
of the language, as well as improving their understanding of the text they read.
Recognizing words requires an ability such as fluency. Thus, the reader can be more
focused on understanding the text, criticizing it, clarifying it and thinking. In other words,
doing all the things we know good readers do. The enhancement of reading skills allows
the students to improve their language skills. At the same time, reading speed, fluency and
comprehension of the text would not be developed, without the expansion of vocabulary.

2.2 VOCABULARY ACQUISITION

Vocabulary is one of the fundamental structures of language by which a person

understands the meaning of words for effective communication. The four main types of
vocabulary are most commonly considered: listening, speaking, reading, and writing.
Reading vocabulary refers to the words the reader needs to understand the context of the
material the students are reading.
The reader's understanding of the text contributes to a good vocabulary. In the chapter on
understanding, it was said that in order for the student to understand the meaning of the
text, he needs to understand 90-95% of the words. From this, it can be concluded that
vocabulary is fundamental in the reading process. The reader cannot understand the text
without knowing what most of the words mean. Shaffer (n.d.) stated that the learner can
deepen their understanding of vocabulary by encountering lexical items that they have
already acquired through their reading (Shaffer, n.d. 3).
In order to make it easier to understand the meaning of the words printed in the book,
novice readers need to use the words that they hear orally in their language learning.
Students have a good vocabulary base when they hear more words at home and use them
on a daily basis. Learners, while reading, overcome the difficulties associated with a lack of
vocabulary, which then allows them to amenable vocabulary that they can provide. This

23
 vocabulary improves over time in school, depending on how the student progresses in
learning the language.
Vocabulary is the key to reading comprehension. The student will not be able to
understand the meaning of what he has read if he does not know what most words mean.
When students feel comfortable reading at their own level, it is easier for them to
understand words from context based on their own knowledge. With the development of
the vocabulary of the student, the level of the reading material also becomes more
complicated. That is, when reading more complex materials, the student's vocabulary
expands since he must understand the meanings of new words. The best way of mastering
vocabulary is to learn it along with grammar. It is a successful combination of firming
command of grammar and learning the most essential words for developing and improving
English as the second or foreign language.

2.3 GRAMMAR DEVELOPMENT

Development and knowledge of grammar in reading comprehension is an important

component. However, the role and understanding of the use of grammatical structures are
not the main ones when it comes to reading in English as a foreign language. As we know,
vocabulary and general reading comprehension play an important role. One of the learning
challenges is giving enough attention to grammar and separating it from reading. This
occurs at the initial level of learning English as a foreign language due to the lack of
emphasis on grammar in communicative methods and in teaching the characteristics and
aspects of the language.
On the one hand, those students who are fluent in a foreign language do not sufficiently
use their knowledge of grammar when they reach a certain level of proficiency in the
language. For students, logical conclusions, contextual knowledge, knowledge of the
meaning of words play a more significant role in understanding the text.
On the other hand, other authors have advocated a strong link between grammar and
reading when learning a foreign language. Krashens’ (1998) research on reading exposure
not only supports that extensive reading increases reading comprehension but also
improves grammatical development and writing style (as cited in Alqadi & Alqadi 2013,
107). The basis for free reading in a foreign language, understanding and using the foreign
language itself is knowledge of the grammar. Rodrigo (2004) found a significant effect of
reading on the development of foreign language grammar development when it was

24
 combined with discussions and also suggested a possible accelerative effect of interactive
activities on grammar acquisition through reading (as cited in U.C.K 2009, 163).
As we already know, vocabulary improves reading and comprehension skills. Moreover,
knowledge of vocabulary and grammar have almost the same effect on student reading
skills. You can also consider how reading affects the learning of grammar.
Reading in a foreign language has a positive effect on the knowledge and application of
grammar. In particular, reading volume, speed, with an emphasis on meaning rather than
language. All of these principles affect grammar knowledge more positively. It can be
concluded that the better the knowledge of grammar, the easier the process of reading
comprehension. Likewise, the more students read, the better the application of grammar
will be. Through extensive reading, not only vocabulary and grammar can be improved, but
also the spelling of words.

2.4 IMPROVEMENT IN SPELLING

When teaching spelling, students should be drawn to the fact that words are made up of
individual speech sounds (phonemes) and that the letters represent those sounds. Spelling
skill improves with more experience while reading. Learners begin to notice how letters are
used in words, what sound they predominate in a particular word. They also learn that
letters form syllables, word roots, prefixes, and suffixes.
Intensive reading can be a method for correcting student’s mistakes. This principle can
be used when students write a review of the book they have read, as well as when using the
language both in the lesson and for personal purposes. Polak and Krashen (1988) found that
“the more students read, the better their spelling” (cited in Al-Hammad 2009, 34).
Spelling can be a more difficult process than reading, as there are many variations on
how a single phoneme or sound can be represented in print. However, the same can be said
about reading, that each letter or letter combination can have several sounds in different
words.
During the reading, the students use their knowledge of phonetics to break words into
corresponding sounds, and then decide how to match these sounds to the printed version of
the words. It is not always clear how to spell words correctly due to the many ways of
writing sounds. Spelling requires accurate reproduction of letters and words.
Reading and spelling are closely related. Problems with spelling and reading are based
on linguistic aspects. Student's ability to read correctly depends on their ability to
automatically and effectively associate letters and their combinations with sounds. In a

25
spelling situation, it all depends on the learners' ability to retain a complete and accurate
representation of the word in memory.
Spelling is a language process during which students know the rules and patterns to
follow when writing. Also, knowledge of the meaning of the word should prevail. Spelling
training occurs by gradually learning the sounds of speech and the letters that represent
them. Thus, students can automatically recognize words. Moreover, when students have
enough practice in spelling words, they memorize whole words faster and easier. Teachers,
while developing students’ spelling skills, can improve their reading.
By learning about the properties and principles of the influence of extensive reading on
language and reading skills, teachers can be more confident in using and designing
assignments for an interesting introduction of reading into the educational process.

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 3. EXTENSIVE READING ACTIVITIES FOR ESL/EFL STUDENTS

One of the main tasks in the work of a teacher is to test and assess the knowledge of the
students. Teachers usually work according to a certain plan. The teacher gives a certain text,
learners then complete tasks about the content of the text, and then the teacher assesses the
work. In this way, the teacher will test the students for their knowledge of words and
reading comprehension. However, intensive reading is exactly the opposite of what the
extensive reading approach requires.
These activities are appropriate to instill in students a passion and interest in reading. The
activities below come from sources such as Julian Bamford and Richard Day's book
“Extensive Reading Activities for Teach Language” (2004), as well as from educational
sites. These assignments contribute to the implementation of the extensive approach.
Learners would develop pleasure to read, reading skills, fluency, and aspects of the English
language.
The first activity in the extensive approach is quotidian reading. The teacher asks
learners to read any book of their choice. This type of reading will become a part of
learners' daily life. Whether it is reading in class or at home, learners will keep track of how
much they read per day. Students will have a reader's journal (see Appendix 1). It will
consist of a table that indicates the author, title, reading time, and the number of pages.
This log will help the teacher see how quickly students can work with the text, as well as
check reading comprehension. On the condition that the learners are straggling in reading
the book, they may not be interested in it. In this case, the teacher may suggest choosing a
more interesting book. However, if the level of the book has a sophisticated language level,
the teacher offers the learners a choice of easier materials. It will also facilitate informal
conversations with students during the days of class reading. Moreover, the teacher can
keep a journal, which will track the progress and attitude of students.
The second exercise for extensive reading is grading the book. The purpose of this
activity is to strengthen reading and language skills. Also, reassure students that they have
sufficient reading experience.

27
 Upon completion of reading the book, the teacher asks learners to rate the book. On the
cover of the book there will be a chart for grading (see Appendix 2). With this chart,
students can help the prospective reader decide what book to read. It will also be possible to
justify your assessment with a comment or write a small review.
Moreover, due to this system, the teacher can receive feedback from students. Through
this, the teacher will take into account which genres and authors the students prefer or
reject. This is the activity that engages students in the extensive reading process. It
develops their own opinions and explains to them that their thoughts are always taken into
account.
The third task is a one-to-one conversation with the teacher. In the extensive
approach, students are an independent unit that makes decisions and is responsible for the
material they read. However, the teacher is a mentor. The teacher can hold monthly talks or
interviews to assist learners.
As soon as students read several books, the teacher can set aside a certain time for the
student after or during the lesson. The teacher provides learners with a list of possible
questions or topics for discussion (see Appendix 3). Learners can prepare the answers
independently. They will be able to choose a book for the interview, but on the day of the
talk, they should not use any notes.
This type of exercise will be very useful for students who are shy and unwilling to speak
up in class. This activity can help learners practice their speaking and writing skills. It will
also teach them to express and substantiate their opinion. Besides, through one-to-one
meetings, the teacher can assess interests, motivation, and attitudes towards what the
students are reading.
The fourth reading assignment is conversations between classmates about the books
they have read. This activity will allow students to continue practicing their speaking and
language skills in small groups. Learners will work in pairs or small groups. They will
work with different books, which they will choose for themselves and will share their ideas.
This exercise will increase your confidence and ability to participate in discussions.
Students will answer various questions and share information about the book they have
read. Questions can be as follows:
 when and where the action takes place;
 what are the names of the heroes and who they are;
 describe or describe the main characters;
 what happened in the story;
 what you liked most / least of all;

28
  what is your favorite hero;
 is it possible to happen in real life;
 what is the main idea of the book;
 would you recommend the book? Why?
Students can create a separate chapter in their reader’s journal to write down what it was
like to share their ideas; in what it was easy, and in what they had difficulties and how they
can be solved. They can also record what they heard as listeners, what they learnt about
their partner's book, what they understood everything from the story and what advice would
they give for the next time.
The fifth exercise to improve reading skills is poster presentations. This exercise will
challenge students to better develop reading comprehension, share their opinions and
experiences. The task can be used after the students have read the books for several weeks
since the students will have read several books by this time.
In order for the students to understand how to complete this task, the teacher can set an
example. The teacher brings his poster about the selected book to the lesson. The learners
will discuss the positive and negative aspects of the poster with the teacher so that they
understand what is required of them. Once the requirements are established, the teacher will
assign 2-3 lessons to this assignment so that each learners can show their poster. Finally, the
student will write a review of the posters they liked or disliked in their diaries.
The sixth task is weekly blog reading. Students will be provided with a website or
electronic journal in which they will publish their thoughts about the book they have read
once a week. In addition to this, learners can leave their comments under each other's notes.
This forum can also be used to get students to leave their book reviews so that others can
choose the next book to read.
Nowadays, teaching has moved to the online space. Therefore, work with e-books will
be relevant. This activity leads students to higher-order thinking. Students apply, evaluate,
and reflect on information from online resources. And also, they participate in online
discussions, proving and explaining their point of view.
Each group will grade three books that students will select from a list provided by the
teacher. Each group then evaluates each of the books for a place. They also explain why
they made such a choice. These questions will help students evaluate the story:
 Is this story positive or negative for you?
 Is this story relevant?
 Is the story believable?
 How well developed are the characters?

29
  Are they persuasive or stereotyped?
In the end, each group prepares a report in the class forum and gives feedback to other
groups. Each group assesses (see Appendix 4) the final group report in the class forum on
originality of understanding, application of criteria, clarity of presentation, the strength of
argument, and use of language.
Teachers develop these assignments to expand students' independence, fluency in
reading, and other linguistic aspects of the English language. These activities help students
become advanced readers. In-depth reading focuses on the personal reading experience,
personal opinion, self-choice, and enjoyment of reading. This is the aim of the above
activities.
A case study was conducted to test the effectiveness of these tasks in developing
students' language skills.

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 4. CASE STUDY ON EFFECTIVENESS OF EXTENSIVE READING

ACTIVITIES

Analyzing theoretical sources on the extensive reading method, the author of the
Diploma paper learned that it was not the main way to improve English language skills.
Teachers do not popularize reading in schools. They use an intensive reading approach
since it is simpler and does not take much time. Also, an intensive reading approach is more
in demand than an extensive one, since it is used in assignments from textbooks or in an
exam.
From the above theoretical research, it can be concluded that the extensive reading
method is effective for improving language skills. Moreover, it improves the personal and
communication skills of students. Extensive method assignments allow teachers to develop
in their students' such linguistic features as vocabulary, grammar, and spelling. Also, the
method awakens the desire to read for pleasure, make choices, and share opinions.
The empirical study aimed at finding out how various exercises in the extensive reading
method can effectively improve learners’ English language skills and improve the reading
process. To achieve this goal, a case study was selected as the research method for the
Paper. It was held in the 5th grade of one of the Secondary Schools in Latvia. The study
took place during the author’s teaching practice from February 2 to March 28, 2021. Before
the study, students were surveyed about their interest and experience in reading in English.
Classroom observation was conducted to identify students who had reading and learning
problems and applying new vocabulary and grammar during English lessons. Two students
were selected as a sample for the study. During the lessons, they had difficulties with
pronunciation, spelling, grammar, vocabulary, as well as with the ability to realize
themselves. For the sake of anonymity, the sample study was coded as Student 1 and
Student 2.
A structured interview was conducted with two teachers from the Secondary School in
Latvia. The interview was conducted to find out the opinions and experiences of teachers

31
 about the effectiveness of the extensive reading method on the English language skills. For
the sake of anonymity, the study sample was coded as Teacher 1 and Teacher 2.
Further observation of the study sample was carried out to track students' progress in
developing their language and communication skills while completing practical exercises.
Also, feedback was received from Student 1 and Student 2 through a variety of classroom
assignments and projects. During pedagogical practice, the author of the Diploma paper
observed the class and concluded that most of the students were fluent in English, had good
vocabulary and could use new grammatical constructions. However, students did not show
interest in reading, sufficient fluency, and slow reading speed.
At the same time, they participated in the implementation of their language skills and
were able to present their previous and new knowledge of both vocabularies, grammar, and
spelling. Moreover, the author of the work noticed that students showed interest in reading
and became more confident in their choice during assignments and discussions.
Two students selected for the research sample are very different from each other. During
the implementation of the work, the students at first did not demonstrate activity and
interest in reading. They had not previously read in English and were not sure about the
choice of reading. It was also noticeable that it was difficult for them to read due to the
language barrier.
Student 1 is a boy. During the study, he was observed to be active in discussions and
interviews. However, he had difficulties in developing his language skills. Moreover, he
was slightly hyperactive and not attentive. He made mistakes, and because of this, he had a
very high reading speed. He made mistakes in pronunciation, spelling and had trouble
understanding the meaning of words.
Student 2 is a girl. As Student 1, she had spelling and pronunciation problems. Also,
when writing reviews for the book, problems with grammar were noticeable. During the
interview, she needed more time to shape her thoughts and to remember the words. Her
reading speed and fluency were quite slow. She was shy to speak in front of the teacher and
the class.
To understand whether the assignments and the very principle of extensive reading
in improving the language skills of students, data were collected from students through a
questionnaire and from teachers through interviews.

4.1 ANALYSIS OF STUDENTS’ QUESTIONNAIRE RESPONSES

32
 The author of the Paper conducted a structured questionnaire with 26 students from
Form 5 of one of the Secondary Schools in Latvia. The questionnaire consisted of 6
questions about reading (see Appendix 6). The questionnaire is one of the research
methods, aimed at getting students to answer questions regarding reading, students' interest
in reading, its effectiveness in learning English, and progress in the aspect of reading.

The questionnaire was provided to students twice. For the first time, the students
answered it at the beginning of the research. The teacher determined the books of interest to
the students and their ability to read in English. For the second time, students answered
questions at the end of the study so that the teacher could compare these answers with
previous data and evaluate the effectiveness of the extensive reading method.

The results of the questionnaire would be compared and analyzed. Conclusions will
be drawn based on the literature cited from the previous chapters. The questionnaire was
carried out firstly on Tuesday, February 2nd, and secondly on Friday, March 26th. Students
agreed to participate in the questionnaire anonymously via Google Forms since the
quarantine was introduced in Latvia due to the coronavirus pandemic. 

The first question concerned the desire of learners to read in English. For the first
time when the questionnaire was conducted, Student 1 revealed that he enjoyed reading in
English as it was interesting and helped to remember new words. Student 2 noted that she
did not really read in English because she did not always understand what was written and
what was happening.

For the second time Student 1 answered that he liked to read in English because by
reading the text in the non-native language, he began to understand it more. Student 2's
answer differs from the first one. She started to consider reading in English interesting, as
she began to understand more what she read and enjoyed it. Comparing answers of the
students, learners had dissimilar answers. However, Student 2 showed progress and pointed
out that reading was a captivating process.

The second question was to determine from students what makes reading in English
difficult. For the first time, when the questionnaire was conducted, Student 1 answered that
he found it difficult to read the words correctly, because he did not know these words yet.
Student 2 noted that it is hard to understand what is said in the book because he did not
have a large vocabulary.

33
 For the second time Student 1 admitted that there was nothing difficult in reading the
text in English. Student 2 concluded that there were new unfamiliar words in the text that
she did not know how to read them correctly. Comparing the answers of the students,
Student 1 improved his reading skills and it is no longer a struggle for him. Student 2 still
had vocabulary problems understanding the meaning of the words and their pronunciation.
However, she ameliorated reading comprehension.

The third question was to ascertain from students whether they read for pleasure and
how many pages each week. For the first time, when the questionnaire was conducted,
Student 1 replied that he had read about 14-18 hours in a week. Every day for about 2-3
hours. Student 2 answered that she mostly read Russian books in the evening, about 4-5
chapters.

For the second time, Student 1 noted he spent time reading for fun. Approximately 3
hours every day. Student 2 conducted that she began to read more for her own pleasure and
12 hours a week. Comparing the answers of Student 1 and Student 2 both have expanded
the reading time and reading in English became a pleasant daily activity.

The fourth question was to settle what makes a good book interesting. For the first
time, when the questionnaire was conducted, Student 1 pointed out that the plot, characters,
and sequel make a book interesting. He believed that with an uninteresting plot it would be
a very boring book. The hero must be interesting and not like the others. Moreover, Student
1 considered that the book should have the feeling of desire to continue reading. Student 2
revealed that the characters and the actions make the book interesting. For the second time,
Student 1 did not change his opinion about the quality book characteristics. Student 2 added
to her previous opinion the plot, the unusual story makes a good book interesting.

The fifth question was asked to find out what kind of books students like to read. For
the first time, when the questionnaire was conducted, Student 1 specified that he likes to
read adventure and detective stories. Student 2 shared that enjoys reading detective stories,
adventure, and mystery books. For the second time, both of the Students did not change
their book genre preferences.

The sixth question was included to find out whether students learned how to read
English in class with the teacher. Moreover, they were asked to describe what their reading
experience was like in the class. For the first time, when the questionnaire was conducted,
Student 1 determined that he learned to read with the help of a teacher, and also at home I

34
constantly read different books in English. In class, when the teacher called out the student
to read, he read carefully and tried not to make any mistakes. Student 2 revealed that she
partially learned how to read.

Furthermore, there were unfamiliar words that she did not know how to read. In class
she read a little slowly, and sometimes had stumbled. But it got better over time. For the
second time of the questionnaire, Student 1 has denoted the progress of his reading. He
pointed out that he learned to read in English with the teacher. He read books every week
and performed various interesting projects and assignments based on the books they have
read.

The first attempt of the questionnaire aimed to gather information about students'
interest in reading books in English and understand what struggles they faced during
reading. Reviewing Students 1 and 2 answers it was found out that the main difficulty for
students was the lack of vocabulary. It does not allow students to read for pleasure and
understand the main idea and the plot of the book.

Moreover, the author assembled the genres that students prefer to read. Those are the
adventure and mystery books. The question about the interesting book characteristics
enabled the author to assemble the list of the books that might be fascinating for students. It
was important to understand the opinions and needs of the students to create extensive
reading activities which could be observed in the class.

From the second venture of the questions, the author accumulated particulars of
students' advancement in reading. Both of the students expanded the reading as a pleasant
daily activity. Moreover, the reading process became less stressful as students started to
understand the text better. Student 1 emphasized the activities that he and the classmates
had done during the reading lessons and that it helped him to learn how to read and notice
various details of the text. However, Student 2, too, emphasized the improvement of her
language skills as vocabulary and grammar. It became unchallenging for her to answer the
questions or write a text.

The questionnaire outcomes have shown that the extensive reading activities have a
positive effect on the language and reading skills of the students. Learners have enhanced
their language and personal competencies during the research. Student 2 added to the
previous answer that she had improved her reading speed.

35
 After conducting a questionnaire among students, the author of the Paper interviewed
two secondary school teachers in order to find out their point of view on their use of
extensive reading during the educational process.

4.2 ANALYSIS OF TEACHERS’ RESPONSES FROM THE INTERVIEW

The author of the Paper conducted structured interviews with two teachers from a
Secondary School in Latvia (see Appendix 7). Both interviews included the same 11 questions
(see Appendix 8). The interviews aimed to gather information about the extensive reading
approach and its effectiveness on English language skills and to collect suggestions on how to
improve student's English language proficiency. The ideas and opinions were taken into
consideration when using and testing extensive reading activities in From 5.
Both interviews were carried out on Wednesday, February 10th. Teacher 1 and Teacher 2
agreed to participate in the interview via email since a quarantine was introduced in Latvia
due to the coronavirus pandemic. Teachers needed to answer questions electronically in Word
documents.
The first question concerned the awareness of the teachers about whether their students
read in English in the class or outside of the classroom. Teacher 1 noted that students read
seldom in the class. They do it to understand the meaning of the text. They read outside of
school only if they want and can.
However, they do not have lessons based on outside reading. Teacher 2 pointed out that
her students read both at school and at home. The teacher explained that she has an elective
that students attend. During the elective learners read in English, beyond the teaching books.
At secondary school, the teacher usually offers to read a piece of English literature during
some classes.
The second question was to gather teachers' understanding and knowledge about the
definition of extensive reading. Teacher 1 answered that she knows what an extensive reading
method is. Teacher 1 concluded that extensive reading involves learners reading texts for
enjoyment and to develop general reading skills. Moreover, she admitted that it can be
compared with intensive reading, which means reading in detail with specific learning aims
and tasks. Teacher 2 replied shorter that extensive reading develops language/reading skills
while reading for pleasure.
The third question was to determine the features of extensive reading. Teacher 1
acknowledged that extensive reading helps to improve language skills. By Teachers' 1 opinion

36
extensive reading (ER) allows for multiple encounters with words and phrases in context thus
making possible the progressive accretion of meanings to them. Readers can start and stop at
their will, and read at the speed they are comfortable with.
Furthermore, learners can visualize and interpret what they read in their own way.
Students can ask themselves questions (explicit or implicit), notice things about the language,
or simply let the story carry them along. Teacher 2 shared her opinion about extensive reading
that this approach is based on students’ choice and on their interests.
Moreover, Teacher’s 2 opinion coincided with Teacher’s 1 that students’ might read
individually at their own pace. Also, both of the Teachers mentioned that reading is, by its
very nature, a private, individual activity.
The fourth question concerned the absorption of the students in reading at the age
between 10-12 years. The viewpoint of both of the Teachers had varied. Teacher 1 believed
that students, unfortunately, are not interested in reading. Teacher’s 2 point of view was the
opposite. She replied that learners from the age of 10-12 read what they are interested in.
The fifth question was asked to learn if the teachers use the extensive reading method
during their lessons. Besides, teachers responded contrastingly. Teacher 1 replied that she did
not use the extensive reading approach during the lesson because there was no additional time
for it. 
However, before the lesson, the teacher can give a home assignment to read, if it is
necessary for the lesson. Teacher 2 answered that her students at elementary school do
extensive reading during an elective. In addition, at secondary school students are able to read
in some lessons or it is assigned as homework.
The sixth question was elicited from teachers whether they found extensive reading
effective for learning English. Teacher 1 reviewed that talking about 5th and 6th graders the
extensive reading approach is useful in learning English. Teacher 2 replied more extensively
that it is effective for developing reading skills, enlarging vocabulary and enhancing common
knowledge.
The sixth and seventh questions concerned the opinion of teachers about the
effectiveness of extensive reading for learning English. Also, how to improve language skills
with the help of this method. Teacher 1 reviewed that talking about 5th and 6th graders the
extensive reading approach is useful in learning English.
To extend language skills with this method Teacher 1 indicated the development of
general reading skills and SQ3R method of reading. She clarified that SQ3R is a reading
comprehension method named for its five steps: survey, question, read, recite, and review.

37
Follow the steps to learn how to glean as much information as possible from the text
requirements.
Teacher 2 replied more extensively that it is effective for developing reading skills,
enlarging vocabulary and enhancing common knowledge. In addition, extensive reading
facilitates vocabulary growth, helps in writing/spelling, and improves reading skills and
comprehension.
The eighth and ninth questions concerned the significance of teachers reading together
with students as well as, what tasks could be relevant for the students during the extensive
reading lesson. Teacher 1 admitted that listening to the teacher is relevant for young learners.
It helps them to perceive the pronunciation and the intonation correctly.
Teacher 1 considered that activities must be connected with the students’ choice of
novels, articles from magazines, comics. Students choose what they want to read based on
their interests. Furthermore, students can change the book if they find it too difficult or they
do not enjoy it. In her opinion, reading for pleasure requires a large selection of books to be
available for students to choose from at their level.
Teacher's 2 point of view differs from Teacher’s 1. Teacher 2 reviewed that the teacher
should always have in mind that everything depends on students' preferences and characters,
and the type of text. In Teacher's 2 opinion, relevant tasks such as presentations, summaries,
questions, role plays, and drama could launch extensive reading in the lesson.
The tenth question has looked into the problems which students might face during
extensive reading. Teachers 1 and 2 beliefs coincided. They noted that the main problem of
applying extensive reading is the lack of motivation. The goal is to capture students' attention.
To motivate learners to read, the materials should be interesting, captivating, and also be
at the appropriate level to their reading ability. Nevertheless, students experience the
frustration of not being able to understand the books. On this basis, texts should not be tough
for students to read. If they like reading and have motivation, they will not have difficulties
and problems.
The eleventh question revealed the advantages and disadvantages of extensive reading
from the teachers' point of view. Teacher 1 has thought about the benefits of the approach. She
considered that by extensive reading, learners become better readers. Students improve their
overall language competence when the teacher applies extensive reading and activities.
Students can develop vocabulary, improve writing.
Besides, Teacher 2 mentioned the enhancement of language skills. Moreover, students
become more motivated to read. However, Teacher 2 had esteemed that extensive reading
took time to implement it during the lesson.

38
 To sum up the answers of Teacher 1 and 2, the main issue of the students in improving
language skills based on extensive reading is the lack of motivation. It prevents students from
reading various books that might be engaging and raise their interest. Moreover, the
deficiency of time fends off teachers from the usage of different activities during the lesson. If
the materials are enjoyable to the students, then it will be far more feasible and will raise
encouragement to read. Students will not face problems with reading if the variety of
beguiling books would be granted. These books should be at a sufficient level to the reading
ability of the learners. Thus, they will not experience the frustration of not being able to
understand the reading material.

 The answers of Teacher 1 and 2 about the activities that could be given to students
for the improvement of language skills slightly differed. Teacher 1 considered that tasks must
be connected with the students’ choice. In Teacher's 1 opinion, these are novels, articles from
magazines, comics. Teacher 2 believed that presentations, summaries, questions, role plays,
and the drama would help students to enhance language skills. Teachers choose the activities
based on student's interests and preferences in school tasks and books genres. The teacher
must be aware that it might be difficult for students to read or they simply do not enjoy it. 

The solution could be the change of the book. To provide extensive reading as
reading for pleasure the diversity of the books should be available to students to choose
from. The learners should feel that the environment is safe, encouraging for learning the
language and how to read. It was important to understand the opinions and needs of the
teachers to create tasks for extensive reading which could be observed in the class.

After receiving the necessary data from students and teachers, the author of the work
needed to analyze the data that he received while observing students while performing
extensive reading assignments.

4.3 DATA ANALYSIS OF OBSERVATION

The observation was chosen as one of the data collection methods of this Paper. An
observation grading scale was created to gather information about the effectiveness of
extensive reading activities: reading speed, reading fluency; reading comprehension;
vocabulary acquisition; grammar development and improvement in spelling (see Appendix
10).

39
 The criteria for the observation were created by the author of the Paper. The author
observed Student 1 and Student 2 during 7 vocabulary training activities in and outside of
the classroom. Tasks were taken from Bamford and Day's book on Extensive Reading
activities and their effectiveness was practically tested based on the curriculum, learners’
preferences, and interests. All students in the class were given the same activities, however,
only the two students were observed.
The teacher oversees the development of reading and English skills through extensive
reading. To do this, students were keeping records of what and how many pages they have
read. Also, the learners were involved in various creative works. Learners made posters
about the book they had read, wrote a review or participated in the discussion.
The teacher monitored the implementation of these works and marked the results in the
journal. For example, students prepared a poster about the book. Through this, the teacher
checked comprehension, vocabulary, grammar, and spelling. All these aspects needed to be
presented on the poster and during the oral presentation. Reading fluency and speed could
be assessed by checking students' reading records or by comments and grades on books that
learners had read.
Figure 4.3.1 has been provided to demonstrate the comparison of the quotidian reading
task performance of Students 1 and 2. It displays the average marks of the 2 critiques that
took place over the span of 7 tasks.

Activity No.1. Quotidian Reading.

4.5
4
4

3.5
3
3

2.5
2 2
2

1.5

0.5

0
Student 1 Student 2

Reading Speed Reading Fluency

Figure 4.3.1. Performance of Student 1 and Student 2 in Task 1

40
 Quotidian reading activity was designed for learners to read any book of their choice.
During the reading learners had a reading journal in which they tracked how many pages
they have read per day. Also, it consisted of a table that indicated the author, title, reading
time and the amount of pages they have read.

The goal of the activity was to see how quickly students can work with the text, as well
as check reading comprehension. It also facilitated informal conversations with students
during the days of class reading. Moreover, during the observation the teacher kept a
journal, which  tracked the progress and attitude of students. If learners struggle in reading
the book, the teacher offers the learners a choice of easier materials.

As can be seen in Figure 4.3.1, Student's 1 reading speed was over average score (see
Figure 4.3.1), moreover the student had a little struggle with reading fluency, however it
had an average score. The results of Student 2 shows that they are below the Student's 1
average score seen in Figure 4.3.1. Student's 2 reading speed and fluency were on the same
level, but were on the lower level than Student 1.

Student 1 has read faster during the week and has read more pages than Student 2.
Student 2 before the task implementation had reading and pronunciation uncertainty, it was
hard to read words correctly and understand their meaning. It could affect reading speed
and fluency.

Activity No.2. Grading the Book.

4.5
4 4 4
4
3.5
3 3 3
3
2.5
2 2 2 2
2
1.5
1 1
1
0.5
0
Reading Speed Reading Reading Vocabulary Grammar Improvement in
Fluency Comprehension Acquisition Development Spelling

Student 1 Student 2

Figure 4.3.2. Performance of Student 1 and Student 2 in Task 2

41
 The second task was to grade the book. This assignment aimed to strengthen reading and
language skills as well as, enhanced the students' reading experience. Upon completion of
the reading, the students evaluated the content of the book in the provided table: assessment
and commentary.

Using this chart, students could help a potential reader decide whether to choose this
book to read. This exercise developed students' own opinions, which the teacher took into
account. The confidence in writing reviews in English also grew. Moreover, thanks to this
system, the teacher could receive feedback from the students. The teacher took into account
which genres and authors the students preferred or rejected.

As can be seen, the average score of Student 1 is higher than that of Student 2 (see
Figure 4.3.2). This task conveyed how quickly and fluently the student reads, but also the
language development and reading comprehension. Student’s 1 score was comparatively
better: good speed and average fluency. In fact, the spelling, grammar, and vocabulary in
the student's written commentary were at a reasonably optimal level.

It can be concluded that Student 1 had acceptable reading comprehension. To compare,

it can be seen that Student 2 had problems with understanding and spelling of words, as
well as with grammar. This affected student’s reading speed, fluency, and reading
comprehension.

Activity No.3. Conversation with the Teacher.

6

5
5

4 4 4 4
4

3 3 3 3 3
3

2 2
2

0
Reading Speed Reading Reading Vocabulary Grammar Improvement in
Fluency Comprehension Acquisition Development Spelling

Student 1 Student 2

Figure 4.3.3. Performance of Student 1 and Student 2 in Task 3

42
 The third task was the conversation with the teacher. As soon as students read several
books, the teacher could set aside a certain time for the students to have a conversation. The
teacher provided learners with a list of possible questions for discussion. Learners prepared
the answers independently in their reading journals. They were able to choose a book for
the interview, but on the day of the talk, they could not use any notes.
The exercise aimed to get students interested and more confident in speaking up about
the book with the teacher. This activity could help learners practice their speaking and
writing skills. It also taught them to express and substantiate their opinion. Besides, through
one-to-one meetings, the teacher could assess interests, motivation, and attitudes towards
what the students are reading.
As it can be seen in figure 4.3.3 average scores of Student 1 and Student 2 average scores
have extended in comparison with the previous task (see Figure 4.3.2). Language skill
aspects such as vocabulary, grammar, and spelling have improved for both students.
However, the results of Student 1 conveyed that the reading proficiency has increased.
Student 2 also improved reading proficiency, but still had some difficulties with
vocabulary and reading fluency. Task 3 has shown better results than the previous one
because learners had better opportunities to train their language and reading skills. Learners
received a direct feedback from the teacher and could correct their mistakes.

Activity No.4. Conversation with Classmates.

6

5
5

4 4 4 4
4

3 3 3 3 3 3 3
3

0
Reading Speed Reading Reading Vocabulary Grammar Improvement in
Fluency Comprehension Acquisition Development Spelling

Student 1 Student 2

Figure 4.3.4. Performance of Student 1 and Student 2 in Task 4

The fourth activity was the conversation with classmates. The activity aimed to continue
practicing speaking and language skills in pairs or small groups. They worked with
43
different books, which they had chosen for themselves, and shared their reading experience
and comments about the book. This exercise increased the confidence and ability to
participate in discussions.
Learners answered various questions and shared information about the book they have
read. Students created a separate chapter in their reading journals to write down what it was
like to share their ideas as well as in what it was easy, and in what they had difficulties and
how they could be solved. They also recorded what they have heard as listeners: what they
learned about their partner's book; whether they understood everything from the story.
As seen in Figure 4.3.4 Student 1 and Student 2 had the same average scores in some
grading points: reading speed and grammar development (see Figure 4.3.4). Furthermore,
the Students have extended some skills. The results of Student 1 conveyed that his reading
comprehension reached the highest score and also vocabulary acquisition had improved.
To compare the results, Student 2 improved the reading fluency, and reading
comprehension. However, the results of Student 2 were lower than the results of Student 1.
The fourth task had better results compared to the third task because students worked in
pairs and felt more comfortable speaking with their classmates. That has happened because
usually students get nervous while speaking with the teacher due to the fear of making
mistakes.

Activity No.5. Poster Presentation.

6

5
5

4 4 4 4 4
4

3 3 3 3 3 3
3

0
Reading Speed Reading Fluency Reading Vocabulary Grammar Improvement in
Comprehension Acquisition Development Spelling

Student 1 Student 2

Figure 4.3.5. Performance of Student 1 and Student 2 in Task 5

44
 The fifth activity was the poster creation and presentation. This exercise challenged
students to better develop reading comprehension, share their opinions and experiences.
The task was used after the students had read several books by this time. The teacher
explained the task for the student's understanding of how to complete it.

Before the poster creation, the teacher set an example. The teacher has brought to the
lesson the poster about the selected book. The learners discussed the positive and negative
aspects of the poster with the teacher so that they could understand what the requirements
were. Once the requirements were established, the teacher assigned 2-3 lessons to this
assignment so that each learner would be able to show their poster. Finally, the students
wrote a review of the posters they liked or disliked in their reading journals. The teacher
could read their feedback to collect data for further analysis. 

As it can be seen in Figure 4.3.5, results of Student 1 and Student 2 had the same average
score as in Figure 4.3.4. (see Figures 4.3.4 and 4.3.5) However, Student 2 has shown
progress in improving the spelling. As it was previously said, Student's 1 results were better
in all aspects than Student's 2. It has happened due to the personal characteristics of the
students. Student 1 was more confident and active in participating in the poster
presentations. However, the author has noticed that Student 2 became more self-possessed
while working with classmates rather than having conversations with the teacher. Student 2
felt more comfortable working in a group.

Activity No. 6. Weekly Reading Blog.

6

5
5

4 4
4

3 3 3 3 3 3 3
3

2 2
2

0
Reading Speed Reading Fluency Reading Vocabulary Grammar Improvement in
Comprehension Acquisition Development Spelling

Student 1 Student 2

Figure 4.3.5. Performance of Student 1 and Student 2 in Task 6

45
 The sixth activity was the blog for the weekly reading. The task aimed to extend
students' ability to write book reviews in short sentences, using new vocabulary and
grammar. Students were provided with a website or electronic journal (in this case Miro
platform) in which they published their thoughts about the book they had read once a week.
In addition to this, learners left their comments under each other's book reviews. This
forum could be used to get students to leave their book reviews so that others can choose
the next book to read. The teacher could also participate in leaving the comments and
correcting mistakes. Moreover, students could get the feedback from the teacher right away
in the platform.
As it can be seen in Figure 4.3.6, the results of Student 1 and Student 2 had slightly
lowered, especially the reading speed, comprehension, and grammar (see Figure 4.3.6.). It
could be explained by the fact that students had to read a book in a week and they could not
manage to complete it in time. Students have made grammar mistakes due to inattention.
Students 1 and 2 conveyed the same level in understanding the vocabulary and spelling
aspects. Student 1 had shown a better level in reading aspects - speed, fluency, and
comprehension than Student 2 had indicated. Student 2 had more difficulties in completing
this task because he had a lesser reading speed and could not manage to read the book till
the end. Moreover, it was hard for Student 2 to understand the other student's reviews and
did not manage to write comments.

Activity No.7. Work with E-book.

6

5 5
5

4 4 4 4
4

3 3 3 3 3 3
3

0
Reading Speed Reading Fluency Reading Vocabulary Grammar Improvement in
Comprehension Acquisition Development Spelling

Student 1 Student 2

Figure 4.3.5. Performance of Student 1 and Student 2 in Task 7

46
 The seventh task was the work with the E-book. This activity aimed to lead students to
higher-order thinking and develop cooperation skills. Students applied, evaluated, and
reflected on the information from online resources. Also, they participated in online
discussions, proving and explaining their point of view. 

Each group graded three books that students selected from a list provided by the teacher.
Each group then rated each book and explained why they made such a choice. Certain
questions provided by the teacher helped students to evaluate the stories. At the end of the
task, each group prepared a report in the class forum and gave feedback to other groups.
Each group assessed the final group report in the class forum on originality of
understanding, application of criteria, clarity of presentation, the strength of argument, and
use of language (see Appendix 4).

As Figure 4.3.7 shows, Student 1 gained the highest level in many reading and language
aspects. His reading speed and fluency outreached the best grading result (see Figure
4.3.7.). Group work had helped Students 1 and 2 to ameliorate their skills because each
member of the group had the responsibility for a certain point of the work. During the
work, the group participants evaluated each other's work and corrected mistakes if it was
needed.

The joint project helped the students to cooperate and to learn something new from the
classmates and expanded their knowledge. Nevertheless, the author has noticed that Student
2 had to ask the classmates for help. Student 2 did not understand the vocabulary from the
evaluation table and did not know how to write the review based on those points (see
Appendix 4).

To sum up the performance of Student 1 and Student 2 during the extensive reading
activities, there are no clear results that the observed reading and language aspects
improved. The outcomes of each task differ from each other. During each of the 7 tasks,
reading and language aspects improved or declined depending on the variety of the tasks
and characteristics, prior knowledge of the students, and their feelings during completing
the tasks. To understand if the aim of the tasks was reached, the feedback from the research
sample was necessary.

4.4 DATA ANALYSIS OF FEEDBACK

47
 Following each of the 7 extensive reading activities for ESL/EFL classrooms, a written
feedback was gathered from the whole class, but only data from Student 1 and Student 2
was used for this Paper (see Appendix 10). The class was instructed to write at least one
point they liked about the task and one aspect that could be improved. This information was
gathered for the purpose of understanding whether the use of these activities in extending
the language and reading skills of the students was successful.
The first task was evaluated positively by Student 1, as the task was not difficult and the
only condition was to fill the table in a reading journal. Student 2 noted that she enjoyed
reading during the first task. The process was calm and slow for her to read at her own
speed and fluency as there were no limits of how many pages to read in a day. Both
students said that more time was needed to understand the plot of the book and the
meanings of the unknown words. Student 2 also said that she had to look for the meaning
of the words in the dictionary or type in the translator.
The second task was received positively, but Student 1 noted that it was hard to explain
the grade in a short comment. He experienced the lack of vocabulary. Both students
expressed that they liked to read other classmates' comments, thereby it is convenient to
choose the next book to read. As Student 2 has a slower reading speed and fluency it was
tough to read the text in which words and grammar were complex.
The third task was reviewed positively by Student 1, who wrote that he enjoyed talking
about his favorite book and that it was comfortable to have a one-to-one conversation with
the teacher. Both of the students said that it was satisfying that the teacher gave the
interview sample of the questions. They noted that it was a bit challenging for them to talk
without their notes. Student 2 distinguished that it was stressful to speak briefly and share
her thoughts without thinking about the mistakes and recalling the words.
The reviews of the fourth task were positive as well, as both students noted that they
enjoyed working in pairs or in groups and it was much more comfortable than speaking
with the teacher. Students expressed that it was hard for them to think of a word if they
forgot it. Classmates cannot tell you the mistakes that you are making. The teacher
corrected mistakes in learners' reading journals, where they wrote the reviews and thoughts
about their classmates' books. Student 2 noted that it was hard to answer the questions
without previous preparations. Moreover, students acknowledged the point of sharing their
thoughts about the complexity of the task.
The fifth task was a task described as creative, productive, and fascinating. Both students
noted that they enjoyed working in groups. During this task, students had fun and also
relaxed a little bit. Student 2 enjoyed the task because projects, drawings, and creativity

48
please her. Students expressed that it was hard for them to find relevant and main quotes
that report the main idea of the book's plot. Student 1 expressed that it was engaging to
create a poster and then to present it. However, Student 1 noticed that the process of
choosing the book to present was exhausting because students relish different books.
The sixth task was the least favorite among the students. The platform was useful for
students as there the teacher could leave comments, reactions, and corrections of mistakes.
Student 2 noted that at first, it was tough to understand how to use the platform. Student 1
also observed the difficulty of posting the review on the platform and finding where to
write the comment. Both students expressed a misunderstanding of how to read other
students' reviews.
The seventh task was the most difficult from the received students' feedback. Both of the
students noted that the language of the evaluation table (see Appendix 4) was strenuous to
acknowledge. Students had to ask the teacher for the translation or search for the meanings
in the dictionary. Student 2 discerned the difficulty of writing the report based on the
evaluation questions. The vocabulary was hard to understand and therefore it was difficult
to give relevant answers to those questions.
To sum up, Student 1 and Student 2 gave mostly positive and short feedback that they
enjoyed and were engaged in performing the tasks. Conversations and poster presentation
tasks were highly rated as they did not require performing in front of the class and were
creative. That was said by the students several times. Suggestions and reviews were made
about the lack of time to complete the tasks or difficulties with language skills.
Support from the teacher and giving more time should be provided before and during the
tasks in the future. Both students evaluated the tasks positively and noted that they have
enhanced their language and reading skills, which could suggest that the personalization of
tasks had been successful.
To conclude, the aim of the empirical research has been achieved. Various effective
exercises in extensive reading had been found and implemented during the research. The
case study has shown that the author had chosen the appropriate extensive reading activities
for improving and developing student's language and reading skills. Chosen research
methods as the questionnaire, interview, observation and collecting the feedback helped the
author of the paper to conclude that the extensive reading activities could enhance students'
English language skills and aspects. Besides, the students still have some difficulties in
implementing their language knowledge in practice. The case study has shown the progress
in students' learning the English language and in the reading process. However, the context
and instructions of activities should be more elaborated for future extensive reading

49
 lessons. Thus, the students could better understand, learn and use the acquired knowledge
and language skills.

CONCLUSION

The author of the present paper analysed the effectiveness of extensive reading on
English language skills in Form 5. The topic was selected due to the author’s interest in
teaching English through reading used by non-native speakers, as well as implementing
extensive reading activities into the language learning environment. The topic is also of
professional interest to the author, as the work involves teaching English to teenaged
learners and finding new ways of doing it. The paper includes a theoretical part focusing on
the definition of extensive reading, its role in developing the language and reading skills
and a practical part analysing the data collected through the questionnaire, students’
observation, feedback and teachers interview. 

50
 The goal of the paper was to determine the benefits of extensive reading in learning the
English language in Form 5. Moreover, it aims to find out whether extensive reading is
effective for improving learner‘s reading ability and other linguistic aspects in the foreign
language. From the current study, it can be concluded that extensive reading can improve
language skills like writing, listening and speaking. Moreover, it ameliorates learner’s
reading ability, vocabulary acquisition, and grammar. It motivates them to read more in a
foreign language. It is consequential to provide students with the opportunity to
independently choose books to read that will inspire them. Thus, it will develop their self-
confidence, encourage students to develop a good reading attitude, giving them control
over themselves and the reading process. Enjoyable books can build a good reading habit
and makes the students a better reader in the target language.

Extensive reading is among the teaching approaches for effective language learning. The
teacher can explain to the students that reading is a reward in itself. Reading expands our
vocabulary and basic knowledge of countless topics. Exposing students to a wide range of
literary texts and genres provides a plethora of opportunities to deepen the understanding of
the language, culture, and vocabulary.

Teachers, through reading, can help their students travel. The teacher is a guide who
teaches to read, shows possible solutions if students begin to experience difficulties.
Ultimately, the journey of reading belongs only to students.

The current study might not fully show the development of extensive reading. It shows
that the learners and teachers are well aware of the problems they are having in teaching
and learning a foreign language. If students have the opportunity to choose what to read
and what to learn based on their preferences, then they will definitely take advantage of it.

A case study of two students was realized in Form 5 of one of Riga Secondary Schools
in Latvia. The author carried out structured questionnaires and interviews, observed 7
different tasks based on extensive reading methods, and gathered feedback from the
research sample. A positive effect of extensive reading tasks was noticed when observing
the students’ activity. The results of understanding the text, meanings and the use of the
words in the context, spelling of the words and the use of new grammar structures
improved or declined from task to task. Moreover, students have developed such language
skills as writing, listening and speaking during extensive reading activities.

51
 The interviews with the teachers encouraged the author of the Paper to enhance tasks
based on the extensive reading approach and understand the learning preferences and
interests of the students; the same outcomes provided the questionnaire and feedback from
the students. These data collection methods allowed the author of the Paper to gain insight
into the challenges that students face during performing the tasks. It was found that tasks
that are straightforward, collective, game-like, funny, and include drawings are rated
positively by students. Moreover, it was confirmed that the level of reading comprehension,
vocabulary acquisition and the use of grammar was increased.

The aim of the Paper has been achieved, but the results cannot be generally applied due
to the time limitations and not a broad variety of books offered for students to choose from
for their extensive reading. It was concluded that extensive reading motivates students to
read both in target language and in their mother tongue. Furthermore, it motivates students
to participate actively while performing tasks, developing vocabulary, spelling of words
and grammar. It also enhances language skills such as speaking, listening, reading, and
writing. Moreover, to expand language and its skills, the language should be taught along
with extensive reading. Improving reading is the improvement of the capacity to learn and
imagine.

THESES

1. Extensive reading principle is to learn to read by reading, focusing attention on the

basic understanding of the text. Students read quickly, with comprehension and joy and do
not use any dictionary.

52
 2. Extensive reading improves critical-thinking, cooperation, motivation, creativity,
communication and personal opinion.
3. Extensive reading has 10 main principles, among them: to read a variety of easy
materials; students make their own choice; to see the purpose of reading; reading is a
reward; it has faster reading pace; to read in silence; teacher is guide; teacher is a role
model.
4. Intensive method is not as effective as extensive, but together they can introduce new
language items, to practice them and have clear comprehension of them. Extensive reading,
in turn, can enhance reading speed, fluency, comprehension, vocabulary, grammar and
spelling.
5. Reading for people is not only learning, obtaining, and assimilating new knowledge in
various fields, but also, to some extent, creativity for human cognition, which leads people
to determine their capabilities.
6. The aim of extensive reading activities is to expand students' independence, fluency in
reading, the personal reading experience, personal opinion, self-choice, enjoyment of
reading, and other linguistic aspects of the English language. The learners should feel that
the environment is safe, encouraging for learning the language and learning how to read.
7. The interview outcomes have shown that extensive reading activities have a positive
effect on the language, reading and personal competencies of the students. However, the
main issue of the students in improving their language skills based on extensive reading is
the lack of motivation.
8. Suggestions and feedback from students concerned the lack of time to complete the
tasks or difficulties with language skills.

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Reading+and+L2+Learning.pdf
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Cirocki (Eds.) Innovation and Creativity in ELT methodology. Nova Publishers: New York
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whitepaper_72dpi.pdf

ONLINE SOURCES

1. British Council.(n.d). Extensive reading. [Online]. Retrieved from:

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2. Eng.lsm.lv. (2016).Confirmed: Latvia a nation of readers. LSM. [Blog] .Retrived from:
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3. Harappa. (2020). Extensive Reading To Polish Your Reading Ability. [Blog].
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4. Hill Learning Center . (2018).Spelling and Reading? How Are They Connected?
[Blog]. Retrieved from: https://www.hillcenter.org/spelling-and-reading-how-are-they-
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three-extensive-reading-activities-for-eslefl-students-using-e-books#part-1

57
APPENDICES

Appendix No. 1
Reading Record

Author/ Autors Title/ Day/ Diena Number of

Nosaukums pages/ Lappuses
numurs

Appendix No.2
Grading the book

Grade/ Grades Comment/ Komentārs (Why?)

Vērtējums description/
Vērtējuma
raksturojums
10-8 Good
7-4 O.K.
3-1 Did not like it

Appendix No.3
Teachers’ interview with the student about the book (Day and Bamford, 84-85)

1. What is the book about? / Par ko ir grāmata

2. Who is your favorite character? Explain/ Kas ir jūsu mīļākais varonis? Argumentē.
3. What is the most interesting part of the book? / Kas ir grāmatas interesantākā daļa?
4. How did you feel when you finished the book?/Kā jūs jutāties, beidzot lasīt grāmatu?
5. What did you think about when you read the book?/Par ko jūs domājāt, lasot
grāmatu?
6. Would you recommend this book? Explain/Vai jūs ieteiktu šo grāmatu? Paskaidrojiet.
 Appendix No.4
E-book report criteria (Yeu Anh Van,2018)

Points for each Beginning Developing Excellent

criteria
Originality of The insight is The insight is The insight can
insight limited. accurate and enlarge the
clever. audience’s vision.
Application of The criteria are The criteria are The criteria are
criteria not acceptable for suitable for the not only suitable
the book. book. for these books but
also applicable to
other narrative
texts.
Clarity of The summary is The summary is The narration is
summary appropriate or appropriate and not only
correct. complete. appropriate, but
also clear and
informative.
Strength of The argument is The argument is The argument is
argument not logical or reasonable but still very convincing.
sensible. has flaws.
Use of language More than three One or two No mistakes in
mistakes in grammar and grammar or
spelling and spelling errors and spelling and a rich
grammar, and an an appropriate and imaginative
inappropriate choice of use of language.
writing style. language.
 Appendix No.5
Students’ Questionnaire Questions

1. How much do you like reading in English? Explain.

2. What do you find difficult about reading in English?
3. Do you spend any time reading for pleasure each week? How much?
4. Describe what you think makes a good book interesting?
5. What kinds of books do you like to read? (sports, adventure, mystery, etc.)
6. Did you learn how to read English in class with your teacher? Describe what
your reading experiences were like in the class. (discussion, translation, answer
questions, etc.)
Appendix No.6
Students’ Questionnaire Answers

Answers from Student 1. February, 2nd.

1. How much do you like reading in English? Explain.
I really enjoy reading in English because it is very interesting and because I remember
new words.
2. What do you find difficult about reading in English?
I sometimes find it difficult to read the words correctly, because I do not know these
words yet.
3. Do you spend any time reading for pleasure each week? How much?
I read about 14-18 hours in a week. Every day for about 2-3 hours.
4. Describe what you think makes a good book interesting?
Plot, characters and sequel make a book interesting. The plot is the most important thing,
with an uninteresting plot it will be a very boring book. The hero must be interesting and
not like the others. Continuation should be everywhere, after reading one part of the book
you will wait for the next.
5. What kinds of books do you like to read? (sports, adventure, mystery, etc.)
I like to read adventure and detective stories.
6. Did you learn how to read English in class with your teacher? Describe what
your reading experiences were like in the class. (discussion, translation, answer
questions, etc.)
 I learned to read with the help of a teacher and also at home I constantly read different
books in English. In class, when the teacher called me what I would read, I read carefully
and tried not to make any mistakes.

Answers from Student 1. March, 26th.

1. How much do you like reading in English? Explain.
Yes, I like to read in English, because by reading the text in my non-native language, I
begin to understand it more.
2. What do you find difficult about reading in English?
For me, there is nothing difficult in reading the text in English.
3. Do you spend any time reading for pleasure each week? How much?
Yes, I spend my time reading for fun. Approximately 3 hours every day.
4. Describe what you think makes a good book interesting?
I think what makes the book good is the interesting plot and its characters.
5. What kinds of books do you like to read? (sports, adventure, mystery, etc.)
I like to read adventure, drama, romance and detective stories.
6. Did you learn how to read English in class with your teacher? Describe what
your reading experiences were like in the class. (discussion, translation, answer
questions, etc.)
Yes, we learned to read in English with our teacher. We read books every week and
performed various interesting projects and assignments based on the books we have read.

Answers from Student 2. February, 2nd.

1. How much do you like reading in English? Explain.
I don’t really read in English because I don’t always understand what it says and what is
happening.
2. What do you find difficult about reading in English?
It's hard for me to understand what they say there because I don't have a large
vocabulary.
3. Do you spend any time reading for pleasure each week? How much?
Yes, I like reading. I mostly read Russian books in the evening. I read about 4 -5
chapters. I rarely read in English, just a few pages.
4. Describe what you think makes a good book interesting?
The characters and the actions make the book interesting.
5. What kinds of books do you like to read? (sports, adventure, mystery, etc.)
 I enjoy reading detective stories, adventure and mystery books.
6. Did you learn how to read English in class with your teacher? Describe what
your reading experiences were like in the class. (discussion, translation, answer
questions, etc.)
Partially learned. Sometimes there are unfamiliar words that I do not know how to read.
In class I read a little slowly, sometimes I stumbled. But it got better over time.

Answers from Student 2. March, 26th.

1. How much do you like reading in English? Explain.
Yes, it is interesting for me to read in English, as I began to understand more what I read
and enjoy it.
2. What do you find difficult about reading in English?
The difficult thing is that there are new unfamiliar words in the text that I do not know
how to read them correctly.
3. Do you spend any time reading for pleasure each week? How much?
Yes, I began to read more for my own pleasure and for 12 hours a week.
4. Describe what you think makes a good book interesting?
A good book makes interesting is the plot, the unusual story.
5. What kinds of books do you like to read? (sports, adventure, mystery, etc.)
I enjoy reading detective stories, adventure and mystery books.
6. Did you learn how to read English in class with your teacher? Describe what
your reading experiences were like in the class. (discussion, translation, answer
questions, etc.)
I began to read faster in English in the class.
 Appendix No.7
Interviews

Interview with Teacher 1. A — author of the Paper; T — teacher.

A: Do your students read English in class or outside of school?
T: Speaking about reading in class, seldom, but they read. We do it for understanding the
meaning of the text. Outside of school only if they want and can, but lessons according to
outside reading, unfortunately we do not have.
A: Do you know what an extensive reading method is?
T: Yes, I do. Extensive reading involves learners reading texts for enjoyment and to
develop general reading skills. It can be compared with intensive reading, which
means reading in detail with specific learning aims and tasks. 
A: What features are inherent in the extensive method?
T: Reading is, by its very nature, a private, individual activity. It can be done anywhere,
at any time of day. Readers can start and stop at will, and read at the speed they are
comfortable with. They can visualise and interpret what they read in their own way. They
can ask themselves questions (explicit or implicit), notice things about the language, or
simply let the story carry them along. Also speaking about vocabulary. Vocabulary is not
learned by a single exposure. ER allows for multiple encounters with words and phrases in
context thus making possible the progressive accretion of meanings to them. 
A: Do you think reading is now popular among students aged 10-12?
T: No, unfortunately not.
A: Do you use this method during your lessons?
T: No, I do not. We have no time for it. But before the lesson they have to do it, if it is
necessary for our lesson.
A: Do you find extensive reading to be effective for learning English?
T: Yes, if we speak about young learners, for 5th, 6th formers.
A: How can knowledge and skills of the English language be improved through
extensive reading?
T: Developing general reading skills and developing SQ3R method of reading. SQ3R is
a reading comprehension method named for its five steps: survey, question, read, recite, and
review. Follow the steps to learn how to glean as much information as possible from the
text requirements.
 A: Is it important for a teacher to read with the students during extensive reading
lessons?
T: If I work with young learners, yes, it is relevant for them to listen to the teacher too. I
suppose it helps them to perceive the pronunciation and the intonation correctly.
A: What tasks can be given to students for the effectiveness of the extensive method?
T: It must be connected with the students’ choice - novels, articles from magazines,
comics. Students choose what they want to read based on their interests. If a student finds a
book is too difficult or they don't enjoy it, they can change it for another one. Reading for
pleasure requires a large selection of books be available for students to choose from at their
level.
A: What problems do students face while reading? (speed, misunderstanding of words,
etc.)
T: One of the key factors to the success (or not) of an extensive reading programme is
motivation. Capturing student interest is the key. If the materials available are interesting to
the students, then they will be far more likely to want to read them. These books should
also be at a level appropriate to their reading ability. As mentioned earlier, the texts should
not be too difficult so students experience the frustration of not being able to understand the
books. If they like reading and have motivation, they will not have difficulties and
problems.
A: What advantages and disadvantages do you see in the extensive reading approach?
T: I can tell you only about benefits of extensive reading…
- Students or learners become better reader;
- Students learn more vocabulary;
- Students improve writing;
- Students improve overall language competence;
- Students become more motivated to read.

Interview with Teacher 2. A — author of the Paper; T — teacher.

A: Do your students read English in class or outside of school?
T: Yes, they do. I have an elective in Form 7. The students who attend this elective read
in English beyond the teaching books. At secondary school I usually offer to read a piece of
English literature during some classes.
A: Do you know what an extensive reading method is?
T: I suppose Yes. Developing language/reading skills while reading for pleasure.
 A: What features are inherent in the extensive method?
T: Students’ choice based on their interests; At students’ own pace; Individual, silent.
A: Do you think reading is now popular among students aged 10-12?
T: Yes, they read what they are interested in.
A: Do you use this method during your lessons?
T: At elementary school during an elective, at secondary school in some lessons or
assigned as homework.
A: Do you find extensive reading to be effective for learning English?
T:  In my opinion, it’s effective for developing reading skills, enlarging vocabulary,
enhancing common knowledge.
A: How can knowledge and skills of the English language be improved through
extensive reading?
T: It facilitates vocabulary growth, helps in writing/spelling, improves reading skills and
comprehension.
A: Is it important for a teacher to read with the students during extensive reading
lessons?
T: To my mind, it depends on students and the type of a text.
A: What tasks can be given to students for the effectiveness of the extensive method?
T: Presentations, summaries, questions, role plays/drama, etc.
A: What problems do students face while reading? (speed, misunderstanding of words,
etc.)
T: The lack of motivation in case the students are not interested.
A: What advantages and disadvantages do you see in the extensive reading approach?
T: + It helps to improve language skills;
- It takes time.
 Appendix No.8
Interview Questions
1. Do your students read English in class or outside of school?
2. Do you know what an extensive reading method is?
3. What features are inherent in the extensive method?
4. Do you think reading is now popular among students aged 10-12?
5. Do you use this method during your lessons?
6. Do you find extensive reading to be effective for learning English?
7. How can knowledge and skills of the English language be improved through
extensive reading?
8. Is it important for a teacher to read with her students during extensive reading
lessons?
9. What tasks can be given to students for the effectiveness of the extensive method?
10. What problems do students face while reading? (speed, misunderstanding of words,
etc.)
11. What advantages and disadvantages do you see in the extensive reading approach?
 Appendix No.9
Observation Grading Scale
Name:______________ Observer:______________ Date:____________

1. Reading Speed

1 2 3 4 5

2. Reading Comprehension

1 2 3 4 5

3. Reading Fluency

1 2 3 4 5

4. Vocabulary Acquisition

1 2 3 4 5

5. Grammar Development

1 2 3 4 5

6. Improvement in Spelling

1 2 3 4 5
 Appendix No.10
Students Feedback

Feedback from Student 1

Task 1. It wasn’t difficult to read and complete the table. Needed time to think about the
meanings.
Task 2. Hard to explain the grade in the comments because of lack of vocabulary. Easy to
choose the book from the comments.
Task 3. Comfortable to speak with the teacher about the book. I liked that we had a
sample. Hard to remember information without notes.
Task 4. Enjoyed working in pairs. Hard to remember the words.
Task 5. It is engaging to work in groups and make a project. Hard to choose a book with
the classmates.
Task 6. It was hard to give comments on classmates’ reviews.
Task 7. Language in the table was difficult. I needed teacher’s help with translations.

Feedback from Student 2.

Task 1. I enjoyed slow and calm reading at home. It was good that we had no page limits.
Needed time to understand the main idea.
Task 2. It was convenient to choose the book to read from the comments. Complex
words and grammar.
Task 3. It was stressful to speak with the teacher. Hard to remember information without
notes. Liked the questions sample.
Task 4. Enjoyed working in pairs and not speaking in front of the class. Hard to answer
the questions. Needed to prepare before the lesson.
Task 5. Enjoyed making and drawing the poster. It was hard to find relevant quotes.
Task 6. I saw a teacher comment with corrections of mistakes and reaction. It was hard to
use the platform.
Task 7. It was hard to answer the evaluation questions. The vocabulary in the table was
difficult.
 Appendix No.11
Quotidian Reading Journal
 Appendix No.12
Grading the Book Journal
 Appendix No.13
Observation Grading Scale during interview with the teacher

Name: Student 1 Observer: Marina Nozdraceva Date: February 15th

1. Reading Speed

1 2 3 4 5

2. Reading Comprehension

1 2 3 4 5

3. Reading Fluency

1 2 3 4 5

4. Vocabulary Acquisition

1 2 3 4 5

5. Grammar Development

1 2 3 4 5

6. Improvement in Spelling

1 2 3 4 5
 Appendix No.14
Posters
Poster No.1

Appendix No.15
Weekly Reading Blog
Book Review.
 Appendix No.16
Report on e-book review
Diplomdarbs „ …. ” izstrādāts LU Pedagoģijas, psiholoģijas un mākslas fakultātē.

Ar savu parakstu apliecinu, ka pētījums veikts patstāvīgi, izmantoti tikai tajā norādītie
informācijas avoti un iesniegtā darba elektroniskā kopija atbilst izdrukai.

Autors: ……………………………. ……………………………….......………..

(paraksts) _________________(vārds, uzvārds)__________________________

Rekomendēju/nerekomendēju darbu aizstāvēšanai

Vadītāja: M.ped.,M.fil. Sandra Kalniņa ……...……2021. gada 26…maijs…………...
(zin. grāds, vārds, uzvārds) (paraksts) (datums)

Recenzents: ……………………………. …………………...................................

(zin. grāds, vārds, uzvārds) (paraksts)

Darbs iesniegts Skolotāju izglītības nodaļā (datums) .............................................

Dekāna pilnvarotā persona: ……………… ……….……………………....… …. (paraksts)

Darbs aizstāvēts valsts pārbaudījuma komisijas sēdē …. ...... 2021.

Komisijas sekretāre:………………………….....…………………….................... (paraksts)