EXTENSIVE READING

EXTENSIVE READING

1. Extensive reading involves learners reading texts for enjoyment and to develop general reading skills. It can be compared with intensive reading, which means reading in detail with specific learning aims and tasks.

2. BARRIERS TO EXTENSIVE READING

   • • While many teachers believe in the efficacy of ER, many do not implement it in their own programmes11, most probably because of time constraints and the need to cover other areas of the syllabus. • Learners may not see reading as a pleasurable activity (Day and Bamford’s fifth principle) and so do not engage fully with ER programs.

3. IMPLEMENTING EXTENSIVE READING

   • Providing appropriate material, teachers also need to ‘guide and orient’ their learners

4. PROVIDING EXTENSIVE READING MATERIAL

   • In L2 learning contexts, most ER material has to be graded to meet the first key principle set out by Day and Bamford, which states that reading should be relatively easy.

5. IMPLICATIONS FOR TEACHERS AND COURSE DESIGNERS

   • Include material that has short sections, which are less intimidating for reluctant readers, and are favoured by boys.

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