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The differences between intensive & extensive reading and their effects on reading

Chong Yeap Arrifin Mell

Intensive Vs Extensive
INTENSIVE READING -Reading for information Focus on linguistics as well as semantic details (Munby in Hadley, 2001) EXTENSIVE READING Reading for pleasure & entertainment (mostly) (Krashen in Brown, 2001; Phillips in Hadley, 2001)

Also known as Narrow Reading : Read from the same author or several texts of the same topic. - content and grammatical structures repeat themselves, improving comprehension

Reading without looking up all the unknown words (Green and Oxford in Brown, 2001)

Effects on reading
INTENSIVE READING -It provides a base to study structure, vocabulary and idioms, a base for students to develop a greater control of language, and a gauge of the degree of comprehension for individual students -In a class with multi-reading abilities, students may not be able to read at their own level because everyone in the class is reading the same material. The text may or may not interest the reader because it was chosen by the teacher. EXTENSIVE READING -Students gain reading ability, linguistic competence, vocabulary, spelling, and writing (Krashen in Brown, 2001) -Highly correlated with overall language proficiency (Green and Oxford in Brown, 2001) -improve their attitude towards reading and become more motivated to read

- feel more autonomous over their own learning and more likely to take more initiative.

Reference
Brown, D. H. (2001). Teaching by Principles: An

Interactive Approach to Language Pedagogy. 2nd edition. New York: Pearson Education Company. Hadley, A. O. (2001). Teaching Language in Context. Boston, MA: Heinle & Heinle. MacLeod, M. (n.d.). Types of Reading. Retrieved Jan 9,2013 from http://fis.ucalgary.ca/Brian/611/readingtype.html