What Exactly is Extensive Reading?

Rob WaringER Foundation World Congress

Dubai, Sept 20, 2015

www.robwaring.org/presentations

Potted History of Extensive Reading

There’s always been graded readingBasal L2 reading started in started with the vocabulary movement in the 1920’sLimited vocabulary – Ogden, West, Hornby, PalmerWest’s Supplemental Readers, New Method Readers (1932) and New Method Dictionary (1935) really kick-started graded reading4 principles behind his work

– Only use previously met words (i)– Extra practice in reading– Stretches the vocabulary to allow readers to see new meanings (receptive

generative use)– Enables them to build a foundation for further reading

Supplemental readers highlighted new words in bold with deliberate recycling

Potted History of Extensive Reading II

1970’s John Milne suggested vocabulary control was not enough.- Good clear writing- Relevant content- Careful explanation- High redundancy- Good control over information- Intuitive grading and structure controlThis led to the modern Graded Reader

ER/EL in two spheres

• The pedagogy of ER/ELspeed materials levelsassessmentdesign of libraries book record systemspre- while- post- activities volume read (listened to)

material selection choice silent vs aloudread only, listen only, read-while-listen motivationrole of teacher etc. etc.

• ER/EL research– Academic papers– ?? Reports of programs – sharing action research– ?? Program comparisons

Why is it important to define ER/EL?

• So we all know what we are talking about• So we can compare results between studies, programs• To be clear what type of reading we are doing

Program A (‘just read’) Program B (‘guided ER’)

Self-selected400,000 words per semesterNo assessmentVariety of materialsNo/little follow upSelf-governedFluency reading only

Teacher advisedA few books a semesterMreader quizzesNarrow ERFollow-up activitiesCareful monitoringSome phonics, shadowing, reading aloud

Defining ER

• Most definitions include the following words– Read– Books– Easy– Fast– Fluent– A lot– Enjoyable– Own level (comprehensible)

Defining ER – not straightforward

• But it’s not straightforward– Easy – what is easy? Who decides– Fast – is there a minimum speed?– Fluent – what is fluent?– A lot – what minimum?– Enjoyable – only enjoyable?– Own level (comprehensible) – what about i+1, i+2?

We need to be careful

• If the definition is too loose– We can’t share results meaningfully

• If the definition is too strict– We may disenfranchise or alienate some people

Day and Bamford's 10 principles of ER “necessary for success” (1998, 2002)

1. The reading material is easy2. A variety of reading material on a wide range of topics3. Learners choose what they want to read4. Learners read as much as possible5. The purpose of reading is usually related to pleasure,

information and general understanding6. Reading is its own reward7. Reading speed is usually faster rather than slower8. Reading is individual and silent9. Teachers orient and guide their students10. The teacher is a role model of a reader

Day and Bamford's 10 principles of ER “necessary for success” (1998, 2002)

• Important to note they did NOT suggest this as THE way to do ER/EL

• It is a list of suggestions

The present influence of the Top Ten on ER

• Often cited to define ER (e.g. Asraf & Ahmad, 2003; Burrows, 2013; Hitosugi & Day, 2004; Soliman, 2012; Yamashita, 2008).

• Default definition of ER despite these principles only being a “description of the characteristics that are found in successful extensive reading programs” (Day and Bamford 1998: 7).

• “we purposely avoided using ‘extensive reading’ terminology to describe our participants’ reading behavior. This was because we did not investigate whether the participants followed any of the top ten principles for ER provided by Day and Bamford (1998, 2002); rather, we only looked at their pleasure reading habits” (Ro and Chen 2014; 16).

Day and Bamford's 10 principles of ER “necessary for success” (1998, 2002)

1. The reading material is easy2. A variety of reading material on a wide range of topics3. Learners choose what they want to read4. Learners read as much as possible5. The purpose of reading is usually related to pleasure,

information and general understanding6. Reading is its own reward7. Reading speed is usually faster rather than slower8. Reading is individual and silent9. Teachers orient and guide their students10. The teacher is a role model of a reader

Principles 1, 2, 4 The reading material is easy A variety of reading material on a wide range of topicsLearners read as much as possible

• Largely uncontestable• Includes materials other than books• But some programs are limited in what they can achieve,

budgets, resources

Principle 3: Learners choose what they want to read

• Largely, ok• But they often need guidance, recommendations (implies

teachers should know their own libraries)• Too much choice can bewilder

Principle 5: The purpose of reading is usually related to pleasure, information and general understanding

• Ideally yes, but often we have to read things we don’t want to, or don’t like to

• Does this prepare them for tests, future needs?• What if the library has nothing they like at their level?• What if a student only reads say crime novels? - missing out

on meeting general vocabulary• What if pleasure = easy to a student and they only stay at

level 1• What if pleasure = reading only one series• What if pleasure = i+5?• What if pleasure = grammar books, word cards?

Principle 6: Reading is its own reward

• This suggests reading could be optional (i.e. the message is - if you don’t like it you can stop)

• This suggests students will very soon find their homerun book• Some students hate reading and will probably always do so• It assumes any form of reading can be pleasurable• It suggests assessment is unnecessary. But…

– Some schools need to collect data, scores, validate reading– Many want to be assessed in order to confirm their understanding– We may need to collect data for action research

Principle 7: Reading speed is usually faster rather than slower

• Makes sense – reading faster leads to higher comprehension• But some readers prefer to read slowly so they catch all the

details – e.g. academic writing, data reports, legal documents• In Reading Circles students may be asked to read a text more

intensively e.g. to collect words, cultural information etc.

Principle 8: Reading is individual and silent

• Denies the sharing of what we read• Assumes all that a student needs is in their own heads• Focuses students inwards not outwards• Buddy reading?• Reading-while-listening leads to more vocab gains than

reading only • Reading-while-listening assists listening practice• Solo reading can be seen as a definition of loneliness• Denies the oral tradition of reading aloud to others especially

younger students

Principle 9: Teachers orient and guide their students

• Makes sense• Assumes teachers know a lot about their students, their

preferences etc.• Assumes teachers know a lot about their libraries

Principle 10: The teacher is a role model of a reader

• Is reading in front of students a good use of time?– Maybe seen as lazy, uncaring, unprofessional, an ‘easy’ teacher– Better to spend silent reading time monitoring and assisting?

• Not all teachers are literature fanatics. Lovers• Better to discuss your reading with students, tell them about

your favorite books, articles• Leave your books on a desk for them to see

What about …..?

Assessment and evaluationBuddy / collaborative readingReading while listeningFollow-up exercisesReading speed focusLimited timeLimited resourcesLowly motivated learnersNecessity to read things you

don't want to

The teacher doesn't read muchAsian values and normsTeacher selected materialsDesire to read something

difficultDesire to have one's

performance monitoredDesire to share their readingExtensive listeningReading Circles?

A uni-dimensional 'necessity for success' view of ER

From Day and Bamford's viewpoint to be doing ER, students must:

… choose their own texts… read for pleasure not as part of a course… read without assessment… experience ER as a solo activity

What actually is Extensive Reading?

Read at i+1 (or i- 1) ?Reading short texts to discuss?Read only for pleasure?Start with simple stories?Reading followed by comprehension questions?Speed reading?Pleasure reading only?Reading L1 materials??????

What’s missing from the top ten?

• Pre- while- and post- work• Clear definitions of what each principle means• Listening?• Student desires and preferences• Speed reading development• Etc.• Etc.

Summary about the 10 principles

• They seem to suggest a single ‘way’• Not very inclusive, in fact rather restrictive• Can lead teachers to feel they are not doing ER/EL the ‘right

way’ and a sense of guilt• We have to be careful about deciding things for students. We

shouldn’t force our philosophies on students who thing differently

• They imply certain elements are in opposition

AssessmentStudent selects

No assessmentOthers select

When reading extensively, students should READ

A central aspect of any ER program

Students shouldRead something quickly and

Enjoyably with

Adequate comprehension so they

Don’t need a dictionary

Aspects of a definition of ER

The definition should considera) the process of reading at the right level

ER is a way of processing texts and isn’t just the reading of graded readers – magazines, emails, webpages all are part of ER if they are READ. i.e. build fluency

b) the pedagogy of ER – the selection of materials, follow-up activities, library management, assessment etc.

A distinction

• ER process– The way people read– What cognitive processes need to be in place to be reading

extensively?

• ER Pedagogy– What activities do we do to do ER?

The core - Rauding (1992, 1995)

• We can conceive of the IR/ER on a continuum of attentional resources on the language from high focus on the language to rauding

• Rauding represents the optimal reading rate for comprehension, and one at which there is lexical access, semantic encoding, and sentential integration

• It is a cognitive process independent of the amount read• It is developed through massive practice

Core cognitive and variable pedagogical aspects of ER/EL

a) ER is a way of processing texts at an appropriate level– Magazines– Emails – Webpages

b) The cognitive processing of reading or Rauding, through which cognitive reading processes are automatizedc) The viable pedagogical aspects of ER –

– The selection of materials– Follow-up activities– Assessment– Etc.

ER variables

Assessment and evaluationBuddy / collaborative readingReading while listeningFollow-up exercisesReading speed focusLimited timeLimited resourcesLowly motivated learnersNecessity to read things you

don't want to

The teacher doesn't read muchAsian values and normsTeacher selected materialsDesire to read something

difficult (as in Beglar and Hunt, 2014).

Desire to have one's performance monitored

Desire to share their readingExtensive listeningReading Circles?

'Big Tent ' ERWe need to accept that many students are not brought up to be

responsible for their learningEncouragement to self-directed learning are often ignored in

favour of clubs, social life, part-time jobs or pleasure time (Robb, 2002)

Students often won’t start with a home-run book, therefore we have to require reading so they can find it

Finding an hour of pleasure reading is hard for many studentsMotivating disinterested students can be close to impossibleMassive choice can overwhelmClass reading is a valid form of ERER is more than just graded readers

ER Program types

Purist ER programLots of self-selected reading at home with no / little assessment or

follow up. Often is a stand-alone class.

Integrated ER programLots of self-selected reading at home and in class. Follow up

exercises / reports which aim to build the 4 skills.

Class reading - studyStudents read the same book and work through it slowly. Lots of

follow up / comprehension work and exercises.

ER as 'literature'Students read the same book and discuss it as if it were a work of

literature.

Easy ER – start with simple stories

ER program types - summary

Many different types of ER programDifferent aimsDifferent levels of involvement for teachers / studentsSome programs may adopt two or more types at the same timeSome programs can start more easily than othersEach type is scalable – from a single class to a whole schoolNo 'best' type for all situations

ER types Classical (Top ten) ER

Integrated ER – part of a 4 skills course

Class Reading

ER as literature Easy ER – to build fluency

Style Individual Individual Lock-step Lock-step Individual

Amount Lots Lots Little Little Lots

Speed Fast Fast Slow Slow Fast

Control Student Student Teacher Teacher Student

Language focus

No No Yes No No

Assessment Little Little Lots Lots Viable

Materials Library Library Class sets Class sets Library

Skill work Reading 3-4 skills 3-4 skills / language

1-3 skills Reading

Class time needed

Little Little Lots Lots Little

Core elements of an ER program(to retain the label ‘ER’)

• Fluent, sustained comprehension of text as meaning-focused input

• Large volume of material• Reading over extended periods of time• Texts are longer, requiring comprehension at the

discourse level

Variable pedagogical dimensions of an ER program

• ER is conducted in class or at home, or a combination thereof• ER is required, or optional• The reading is enjoyable, for pleasure, or not• The reading is monitored (self declared, by the teacher), or not• The reading is assessed, or not• The presence or absence of follow-up activities (comprehension

or language focus) • The teacher reads or doesn’t read with students in the

classroom • Graded or non-graded materials (provided they can be

comprehended fluently)• Longer or shorter texts• The degree of freedom to select texts• Requiring students to start with the simplest material available

Treading carefully

• But we have to be careful about dictating what should be in a program in order to earn the label ER

• Some programs are limited in what they can achieve• We shouldn’t specify speeds, volumes, assessment practices• A big tent is fine

BUT• We must be clear about ensuring any ER program has

students READing• We must be careful when comparing our program with others

so we know we are comparing like with like (or not)

Extensive vs. Graded Reading

Extensive = read a lotGraded = written to a level (grade)L2 conflates these two as interchangeable

Historically L1 “Extensive” = to be well read, educated i.e. read a wide range of subjects

Graded vs Extensive reading

Graded Reading Extensive Reading

Material at one's level Yes Yes

Comprehensible Yes Yes

Read a lot Yes Yes

Read quickly Yes Yes

Enjoyable Preferable Preferable

Easy Yes Yes

Simplified materials Yes Not essential if high level

Conclusion

• ER is multi-faceted• For pedagogy we can have a big tent (any combination of any of the

variables) provided the students are doing lots of fluent READing• For research we need to be MUCH more careful, rigorous

– To allow us to compare studies, environments