Ahead of her talk ‘Engine of Change – research into the impact of extensive reading’ at this year’s IATEFL conference, Domino author Nina Prentice explores the relevance of extensive reading in the language learning classroom, and discusses the successes of the Read On! class library project in Italy last year.
‘I believe that [extensive reading] has helped me learn and develop in a number of ways. It gave me the chance to learn English differently, by having fun. It has also enriched me. Above all it has really improved my English. There isn’t a better way to learn!’
Maria – Read On! Student 2015
‘The [extensive reading] project obliged me to invest my and my students’ energies on other activities outside the normal routines. [This] delivered unexpected outcomes in terms of motivation, learning, and students’ self-esteem thereby facilitating lessons even outside the project.’
Professoressa Confetta, Della Chiesa Middle School, Reggio Emilia 2015
What is extensive reading and how can it transform learning? The short answer is reading by choice and for pleasure but what does this mean in practice?
The two comments above, reflecting on last year’s participation in OUP Italy’s Read On! class library project, show that reading extensively makes a real difference – to individual students’ growth and to effective teaching and learning in the classroom. But it does require an investment of energy and time. This post will look briefly at what it takes to invest in extensive reading and how it enriches students, like Maria, who have enjoyed learning in this way.
INVESTING YOUR ENERGIES IN A DIFFERENT APPROACH
Extensive reading works well alongside traditional language learning methods but this kind of reading is not about comprehension exercises, book reports and spot quizzes. It is about motivating students by giving them choice, responsibility and the opportunity to enjoy reading free of the usual classroom obligations.
INVESTING TIME IN THE CLASS LIBRARY
The Class Library is the heart of extensive reading. For the OUP Read On! project in Italy, teachers use a mobile trolley suitcase library filled with around 90 OUP graded readers, four for each class member, so that borrowing works smoothly. Teachers and students take time to:
- Celebrate their class library with a welcome party
- Organise their borrowing system and choose class librarians
- Enjoy the library, opening it in every lesson so students and the teacher can exchange books freely and frequently.
- Share everybody’s reading experiences, likes and dislikes.
INVESTING IN CREATIVE READING ACTIVITIES
Another key approach is to enjoy alternative classroom activities encouraging students to explore their reading through games, drama, videos, illustration, newspaper reporting, CLIL links and research. Check out the Read On! Website for practical ideas: www.oup.com/elt/readon
INVESTING IN READING FLUENCY
Reading requires practice. There are no short cuts. Fluent readers decode words and understand meaning rapidly with little mental effort. Learning becomes easier because students don’t translate every word they read.
To invest in reading fluency means:
- Starting simply and working your way up. Persuade students to read easier low-level graded readers in the class library before tackling higher levels. Ban dictionaries. There should be no more than one or two words on the page that the learner does not understand.
- Ensuring students have time to read extensively. Give your class regular 10 minutes silent reading breaks during lessons two or three times a week. Encourage students to read on the bus travelling to and from school. Give reading time instead of homework for one night a week.
- Practicing regularly. Students read for 20 minutes a day, aiming to read one to two graded readers a week.
Extensive reading is pleasurable, interesting and fun: never a chore. Inspire your students. Show how much you love reading. Read alongside them and promote and enjoy alternative activities linked to their reading. Your students will grow and your classroom will be enriched. Read On!