An Extensive Reading Program for Your ESL

Classroom
Mary Clarity
maryclarity[at]gmail.com
Victoria University of Wellington (Wellington, New Zealand)

Introduction
Frank Smith may have thought he was stating the obvious in 1975 when he uttered a statement
almost prophetic in its simplicity: “We do learn to read by reading”. (cited in Smith & Elley
1997) Certainly, research has confirmed that extensive reading is beneficial to the learners in
terms of increasing print exposure (West and Stanovich; 1989), writing ability (Tsang: 1996),
receptive and productive skills (Elley and Mangubhai: 1983) and vocabulary acquisition (though
numbers vary widely; see Krashen 1993; Horst 1998; Laufer 2003 for some very different and
interesting discussions). A strong empirical base has formed around extensive reading, but from
personal experience (both my own and other teachers) it is not utilised as a standard part of
general ESL curriculum. Below lies an implementation plan that teachers can use to kick start
the reading in their classroom.

What is Extensive Reading?

Simply, extensive reading is reading a lot. It is also reading for pleasure. Extensive reading
should be at a comfortable “easy” level for the student and the main goal is to read. They should
not be reaching for a dictionary every sentence or even every paragraph. The goal is to create
fluency and enjoyment in the reading process. Finally, extensive reading is something that
should take place over a sustained period. Studies which have shown very impressive results are
studies which have devoted a serious amount of time to an extensive reading programme.
(Elley & Mangubhai: 1981)

This last point leads into issues associated with the implementation of extensive reading.
Extensive reading is not a quick fix. It is not a band-aid over something unforeseen which crops
up in class. Instead, it is something which will reveal its benefits slowly, and in a variety of
ways.

The Context
The learners in my experience who would strongly benefit from an extensive reading programme
are adult immigrant learners in an ESL context. Despite living in an English speaking country,
they primarily interact within their ethnic and cultural communities. It would not be an

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exaggeration to say that the time spent in community classes is the majority of time they spend
speaking English. An extensive reading programme appeals to me as their teacher for a variety of
reasons.

• Extensive reading can help to move the focus from “plug the gap” activities to actually
fixing the problem. Instead of responding to only immediate problems they encounter,
extensive reading can help with consolidating vocabulary, fluency, and strategies in an
ongoing and natural manner.
• By encouraging extensive reading in class and at home students spend more time learning
English and this time is not dependent on a teacher.
• Every class contains students who range in ability, especially in reading. Extensive
reading with graded readers makes it much easier to cater to the various levels in the
class. Not only are students having more time on task, but by choosing appropriate books
they are learning at their own pace and level.
• Often these learners have young children, so by increasing the reading ability of the
parent, it increases the parent’s ability to help their children.

Implementation Plan
Orientation to Extensive Reading

Students, teachers and the administration need to be introduced to what you plan to do in class. If
other teachers are to be involved they must be positive about the program. Having the
administration of your school / class on board is also important. If books are needed they
administration could help supply the need, and if this isn’t possible investigating local libraries
or literacy societies is always useful.

Find Learner Level

Choose a series of graded readers which will match all the levels in your class. Ensure enough
interesting books match each level.

Teacher / Learner / Text Interaction

The teacher must be positive about books and their own experience with reading; books should
be introduced to the learners and displayed attractively; learner choice should always be guided
by level and learner interest.

Read in Class

The teacher models and reads with students in class. This time should be relaxing, and the focus
is on reading (not vocabulary or answering questions about the book.)

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Ensure Purpose

Is the reading time enjoyable? Are there other activities in class which promote reading i.e.
having a ‘one book a week’ goal, putting opinion slips in books for students to fill out, having
linked discussion activities related to their reading material, announcing student voted book
awards etc.

Support

In class introduce strategies which will help with their reading such as fluency and vocabulary
techniques. A library orientation at the school or community library would be a valuable lesson
and finally, ensuring that the students progress through the graded reader levels is always
motivating.

Success, Confidence and Increased Proficiency

The result of a good implementation plan for extensive reading should be greater student
autonomy. They should have the skills, knowledge and resources to strike out on their own.

Dilemmas, Attitudes and Resolutions

It is important to be conscious of issues that may arise when implementing an extensive reading
programme. While every context varies, the following are important considerations which are
necessary for any teacher, or proponent of extensive reading, to be aware of.

1. Problem: Reading Books Is “Too Hard”

Firstly, teachers may avoid asking students to read books because the learner’s vocabulary is
low. This, however, leads to a vicious cycle whereby learners do not have enough vocabulary to
read, but there is not enough reading in order for learners to learn more words. As a
consequence, students rarely associate reading with an enjoyable activity. Reading is viewed as
‘too difficult’, and texts they are given are often unimaginative and not conducive to enticing
learners to read for pleasure (take a look at any low level course book and the reading passages
there).

Solution

By using graded readers that have been chosen to match the reader’s level, reading will no longer
be viewed as a difficult task, and will help in building the reader’s confidence. Graded come in
multiple levels readers (Oxford and Cambridge have excellent choices and levels), with many
different books at each level. This gives the students a lot of choice, and importantly, the ability
to engage in English at the level perfect to them as individuals. The book can match the learner
rather than the class, and for learners on either extreme of the reading ability in the class, this has
got to be good news. Those who are bored with ‘easy’ class material can stretch themselves, and

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those who struggle can finally read without relying exclusively on translations. The reading
material should consist of 98% known vocabulary (Nation & Hu: 2000), and focus is on meaning
rather than language. This means that only 2 out of 100 words should be unknown to the reader.
More than that and the reading can become work and not pleasure.

2. Problem: Reading Is Not Valued

If reading is not valued in the learner’s own culture, if they don’t have they skills to read in their
own language, or if they simply don’t enjoy reading, then these are major problems which are
going to effect the successful implementation of a reading programme.

Solution

Number one of Ray Williams (1986) ‘Top ten’ principles for teaching reading is that “In the
absence of interesting texts, very little is possible.” In saying that, just buying books is not
enough either. The books should be attractive, interesting, within the learners capabilities,
displayed prominently, and discussed. Some students, especially those who feel as though time
spent on extensive reading is ‘doing nothing’, will also need some outcome-based reasons for
participating actively. With a class of immigrant adult learners in mind, I have a list of potential
persuasions below, with both reference to research and my learners’ specific situation.

• Only reading will improve reading. The number of books read is the best prediction of
several measures of reading achievement. (Anderson, Wilson and Fielding; 1988. cited in
Elley &Smith 1997)
• However, reading will also improve writing! (Tsang; 1996)
• It will also help with speaking and control over syntax. (Elley; 1991)
• Reading at home with the learners’ young children will help towards the estimated 1000
hours of tutoring that typical middle class (L1) families provide for their children before
school even starts. (Adams; 1990, cited in Grabe: 1995) By being a confident parental
reader, your children will find school easier
• You can read and improve English anywhere and anytime. There is no dependence on
having a fellow speaker, listener, or audience.

3. Problem: Time

The final issue I see as being a stumbling block to the implementation of extensive reading is
that of time, or the illusion of time. By ‘illusion of time’ I mean that I believe there is an
assumption that learners can read at home, so it is unnecessary to take up classroom time with
this type of activity. By prioritising time in the classroom, something that all teachers must do, it
is likely that reading will be assigned as homework. This is not bad, but neither is it a good idea,
especially in the initial stages of a reading programme. In order for students to value reading, and
commit their personal time to reading, they must see that the teacher is willing to commit their
class time to it. As Green (2005) noted upon analysing the Hong Kong Extensive Reading
Scheme, reasons for unsuccessful implementation were:

• Reading was simply not done in class

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 • Reading was done, but there was no reading support in terms of help in choosing
appropriate books, or conferencing.
• There was no teacher model.
• By being implemented from the ‘top down’ (the administration wanted a reading
program), teachers at the bottom were not committed to it.
• The atmosphere was ‘austere’ and violated the ‘reading for pleasure’ principle.

Solution

Obviously, spending time in class, particularly when introducing extensive reading to the
students, is important. Students will need assistance in deciding their initial reading level should
graded readers be used, pre-reading discussion is very important (Tsang 1996), and linking other
in class activities with reading such as pair, group or class discussions on books that have been
read will all help increase the importance of reading in the eyes of the student. The idea that
students will simply start taking books home to read, and actually read them without sufficient
orientation to the objectives, is a hopeful but probably unrealistic, fallacy.

4. Ongoing Motivation

Some students will need a motivating goal beyond just ‘reading’ and this can be difficult to
balance with the idea that reading should be for pleasure. Some great ideas could be:

• Put opinion slips in the back of a book. When students finish the book they can make a
comment about whether they liked it or not, if they thought it was easy or hard, or if they
want to read it again. Other students can check these opinion slips before they read and
see if they agree or disagree.
• Book awards can be held at the end of a school term and the students can vote on their
favorite books. You can have best fiction, non-fiction, adventure categories to suit your
readers.
• After reading a book students can sit in pairs and talk about the stories. As an informal
discussion, students can really enjoy this. If your students struggle to speak then begin
with prompts on the board; My book was about / I really liked (disliked) it because / My
favorite character was…
• Having a goal number of books per week can be motivating for some students, though be
careful not to make it a strenuous goal to reach. Remember that ultimate goal is to enjoy
reading.

Conclusion
Based upon a teaching situation I am familiar with, I have aimed to show how an extensive
reading programme could be introduced and implemented into an adult community education
classroom. As someone who has always believed in the value of reading personally, it is
interesting to note that I was a sceptic when it came to the idea of extensive reading in an ESL
classroom. However; if the programme is managed in an effective, positive, and ongoing

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manner, extensive reading may be one of the most valuable lessons in learning you will ever
teach.

References:
• Elley, W.B. and Mangubhai, F. (1981) ‘The Impact of a book flood in Fiji Primary
Schools’. New Zealand Council for Educational Research, Wellington.
• Elley, W. B. (1991) ‘Acquiring literacy in a second language: the effect of book-based
programs’ Language Learning 41, 3
• Grabe, W. (1995) ‘Dilemmas for the development of second language reading
abilities’.Prospect 10, 2: 38-51
• Green, C. (2005). ‘Integrating extensive reading in the task-based curriculum’. ELT
Journal. Volume 59 / 4 October
• Horst, M., Cobb, T., Meara, P. (1998) ‘Beyond a Clockwork Orange: Acquiring Second
Language Vocabulary Through Reading’. Reading in a Foreign Language; v11 n2 p207-
23 Spring
• Krashen, S. (1993) The power of reading : insights from the research
• Laufer, B. (2003). ‘Vocabulary Acquisition in a Second Language: Do Learners Really
Acquire Most Vocabulary by reading? Some Empirical Evidence’ Canadian Modern
Language Review. Vol. 59 No.4 June
• Nation, P. & Hu, M. (2000) ‘Unknown Vocabulary Density and Reading
Comprehension,’ Reading in a Foreign Language, vol. 13
• Smith, J.W. & Elley, W.B. (1997) ‘How children learn to read: insights from the New
Zealand experience’ Longman, Auckland, New Zealand
• Stanovich, K.E. & West, R.F. (1989) ‘Exposure to Print and Orthographic Processing’.
Reading Research Quarterly, Vol. 24. No. 4. Autumn
• Tsang, W. (1996) ‘Comparing the Effects of Reading and Writing on Writing
Performance.’ Applied Linguistics. Volume 17, Number 2
• Williams, R. (1986) ‘Top ten’ principles for teaching reading.’ ELT Journal 40 (1)

The Internet TESL Journal, Vol. XIII, No. 8, August 2007

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