Importance of Reading and Writing in Ells

Vii Benefits of Extensive Reading for English language Students

Baronial 25, 2016

What is extensive Reading?

In elementary terms Extensive Reading is reading as many piece of cake books as possible for pleasure, and tin can be contrasted with intensive reading which is slow, careful reading of a short, hard text. Day and Bamford (1998), Day (2002), Prowse (2002), and Maley (2008 and 2009) accept identified a number of fundamental characteristics of Extensive Reading in language learning. Here is a digest of what I think are the seven most important principles for successful Extensive Reading:

1. Students read a great bargain, quite speedily (at least 150-200 words a minute) and often.
2. The reading material is relatively easy for the level of the students. Too much unknown language prevents students from reading quickly and fluently.
3. It is the pupil, not the teacher, who chooses what to read.
4. Students accept a wide diverseness of genres and topics to cull from.
5. Students read for pleasure, data or general understanding.
6. Reading is private and silent.
7. The teacher asks as a guide, monitor and function model.

What are the benefits of Extensive Reading?

There is a wealth of enquiry into the benefits of Extensive Reading for language learners. Here is a assimilate of what I consider to be the 7 most of import benefits:

1. Students become better reader

It is widely accepted that people become good readers through reading, and that learning how to read should hateful a chief focus of attention on the significant rather than the language of the text. It is pretty obvious that extensive reading helps students become ameliorate readers. Enquiry by Richard Day amidst many others shows that we learn to read by reading. The more than language students read, the improve readers they become. An integral role of this is learning new vocabulary.

2. Students learn more than vocabulary

Probably the almost cited benefit of Extensive Reading is that it tin extend and sustain students' vocabulary growth. We know that vocabulary is not learned past a single exposure. Experts in language and literacy development such as Harvard University Education Professor Catherine Snow believe that you demand to see a give-and-take or phrase in different contexts between 15 and 20 times to accept a loftier possibility of learning the discussion or phrase. Students are highly unlikely to see vocabulary sufficient times within the classroom to learn it. Notwithstanding, if they read extensively they are much more than likely to get multiple encounters with words and phrases in a variety of contexts.

3. Students improve writing

Students who read extensively likewise make gains in writing proficiency (Elley and Mangubhai 1981, and Hafiz and Tudor 1989). This is probably because as students encounter more linguistic communication, more oftentimes, through extensive reading, their language acquisition mechanism is primed to produce it in writing.

4. Students improve overall language competence

In addition to gains in reading and writing proficiency, research demonstrates that students who read extensively also make gains in overall language competence. For example, Cho andKrashen (1994) reported that their four developed ESL learners increased competence in both listening and speaking abilities through reading extensively. And so Extensive Reading would seem to benefit all linguistic communication skills, not simply reading and writing.

5. Students become more motivated to read

It is highly motivating for students to discover that they can read in English and that they bask it. For this reason it is essential that the books are interesting to students and at a level appropriate to their reading ability. If students detect the books compelling and interesting, and tin can understand them, they may become more eager readers. This tin as well help to boost their confidence and self-esteem as language learners.

6. Students develop learner autonomy.

Students can read anywhere, at any time, and reading extensively helps them become more than democratic learners. To promote learner autonomy extensive reading should be a student-managed activeness. That is to say that students should decide what, when, where and how oft they read.

7. Students go more empathic

Neuroscientific and social science studies accept shown that people who read literary fiction extensively are more empathic. People who read novels about other people who are very unlike from themselves and their backgrounds are especially empathic.

Decision
In that location are many benefits of Extensive Reading in language learning. These include gains in reading and writing competence, oral and audible skills, vocabulary growth, and increases in motivation, self-esteem and empathy. Students who read extensively also get more autonomous learners.

Seven Extensive Reading websites:

1. The Extensive Reading Foundation is a non-for-profit organisation whose purpose is to support and promote extensive reading.

2. Extensive Reading is a repository for information on all-encompassing reading, with an emphasis on foreign language learning.

3. Rob Waring'due south website is another repository for information on extensive reading.

4. ER-Fundamental is a not-for-profit organization defended to developing an Extensive Reading and All-encompassing Listening approach to foreign and second language learning. There are wealth of free Extensive Reading and Extensive Listening resources for students.

5. Atama-iiis an innovative and interactive series of beginner level easy-English graded readers for all ages eleven and upwards. The series follows an interactive gamebook format, in which the reader takes on the role of the chief character and makes plot choices at fix points in the story. These choices atomic number 82 to one of viii dissimilar endings.

6. MReader is a website designed to help schools wishing to implement an All-encompassing Reading program. It allows teachers and students to verify that they accept read and understood their reading.

7. ERF Graded Reader Listing is a comprehensive, searchable, downloadable database of graded readers from around the world providing useful information for educators and language learners.

Vii books and manufactures on Extensive Reading:

1. 24-hour interval, R. and J. Bamford, 1998, Extensive Reading in the 2nd Language Classroom, Cambridge Academy Printing.
2. 24-hour interval, R. and J. Bamford, 2004, Extensive Reading Activities for Teaching Language, Cambridge University Press.
3. 24-hour interval, R. and Bamford, J. (2002) 'Pinnacle Ten Principles for teaching extensive reading.'   Reading in a Strange Language. http://nflrc.hawaii.edu/rfl/October2002/24-hour interval/day.html

4. Waring, R. The Inescapable Case for All-encompassing Reading. http://www.robwaring.org/papers/waring_Nova_2011.pdf
5. Maley, A 'Extensive reading: why it is good for our students… and for us.' https://www.teachingenglish.org.uk/article/all-encompassing-reading-why-it-good-our-students%E2%80%A6-us

6. Stanley, Chiliad. Extensive Reading. https://world wide web.teachingenglish.org.uk/commodity/extensive-reading

7. Steiner, J. Reading for Pleasance.

www.orianit.edu-negev.gov.il/english/files/reading/articles/extenrdg.doc

I hope you find the articles, websites and resources useful. Are at that place any other All-encompassing Reading resources you've used with your students? Let me know in the comments below!

References

Cho, K., & Krashen, Southward. D. (1994). Conquering of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662–667.

Day, R.  (1998) Extensive Reading in the 2d Language Classroom.  Cambridge: Cambridge University Printing.

Day, R. and Bamford, J. (2002) 'Meridian Ten Principles for pedagogy extensive reading.'   Reading in a Foreign Language.

http://nflrc.hawaii.edu/rfl/October2002/twenty-four hours/day.html

Elley, W.B  (1991)  'Acquiring literacy in a second language: the effect of book-based programmes.'   Linguistic communication Learning.  41. 375-411

Hafiz, F.G and Tudor, I. (1989)   'Extensive reading and the development of language skills.'   ELT Journal 43 (ane) 4-13

Maley, A (2008)  'All-encompassing Reading: Maid in Waiting' in B. Tomlinson (ed)  English language Language Learning Materials: a critical review.  London/New York.

Maley, A 'Extensive reading: why it is proficient for our students… and for united states of america.'

https://www.teachingenglish.org.u.k./commodity/all-encompassing-reading-why-it-skillful-our-students%E2%80%A6-united states (accessed 23 September 2016)

Prowse, P. 'What is the secret of all-encompassing reading?'

http://www.cambridge.org/elt/readers/prowse1.htm (accessed 23 September 2016)

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