EXTENSIVE READING FOR BUILDING FLUENCY IN ADULT ELLS

EXTENSIVE READING FOR BUILDING FLUENCY IN ADULT ELLS Doreen Ewert, Indiana University MITESOL, October 8, 2011 Kalamazoo, MI

The basic problem “Students learning to read a second language do not read, and they do not like to read. ” 4). (Eskey, 1986, cited in Day & Bamford, 1998, p.

Five Processes of Reading (Rauding Theory) Memorizing (slow with many repetitions for memory) Learning (not as slow but some repetition for learning) Rauding (moderate speed with little repetition for sufficient comprehension—fluent silent reading) Skimming (quick pace with no repetition for overall meaning) Scanning (fast pace skipping to find specific information) R. Carver (2000)

Extensive Reading Definition Reading quickly large amounts of easy, varied, and interesting self-selected material.

Student Journal Excerpt “I read a lot of books in the class. I could understand almost all, but there were some difficult words and topics. However, I could enjoyed from book’s information. I learned fun of reading, because it was my first time to read in English. ”

Goal of Extensive Reading To fluently read massive amounts of comprehensible language within one’s comfort zone to build fluency while consolidating language knowledge. (Waring, 2009) To develop good reading habits integrated with the immediate priorities of the teacher and the students.

Other types of ER �Abundant reading �Sustained Silent Reading �Pleasure Reading �Free Voluntary Reading �Supplementary Reading �Book Flood

Rationale for Extensive Reading �Development of positive attitude/motivation for L 2 reading. �Development of sight words (overlearning for automaticity). �Development of general vocabulary knowledge. �Development of different knowledge types.

Student Journal Excerpt “I learned that I can find books by myself. The books are my reading level. I also learned that I can guess words meaning without a dictionary. ”

Characteristics of an Extensive Reading Program Original in Day & Bamford, 1998, p. 78) Reflections by Day, R. (2011); Students read as much as possible, perhaps in and definitely out of the classroom This is not always followed, but still is essential to what ER is. A variety of materials on a wide range He couldn’t tell if this were true in all of topics is available so as to encourage programs. Some seem rather limited. reading for different reasons and in different ways. Students select what they want to read He feels this is still the very core of �. and have the freedom to stop reading what ER is and when programs don’t materials that fails to interest them. allow for this, he finds it hard to consider them ER.

Original in Day & Bamford, 1998, p. 78) Updated by Day, R. (2011); The purposes of reading are usually This seems to be working although the related to pleasure, information, and use of Moodle quizzes to track reading general understanding. These purposes out of class may be changing this. are determined by the nature of the material and the interests of the student. Reading is its own reward. There are few or no follow-up exercises after reading. This may be suspect as a principle because it can’t always be the case. Students may need to “pushed” to read. Reading materials are well within the After looking at program descriptions, linguistic competence of the students this still seems to be true. in terms of vocabulary and grammar. Dictionaries are rarely used while reading because the constant stopping to look up words makes fluent reading difficult.

Original in Day & Bamford, 1998, p. 78) Updated by Day, R. (2011); Reading is individual and silent, at the student’s own pace, and, outside class, done when and where the student chooses. This still seems to be a good principle, but there may be a place to bring in oral reading to build fluency as in L 1. Teachers orient students to the goals of the program, explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program. This is also essential still and may be more important than he thought at first. The teacher is a role model of a reader This is still important, but scaffolding for students—an active member of the support might also be necessary. classroom reading community, demonstrating what it means to be a reader and the rewards of being a reader. 10 principles Pure ER Modified ER Many principles ER Light Some principles 0 principles Not ER

IEP ER Program Options • Stand-alone Course in Level 4 (of 7 -level program) Part of existing Reading/Writing courses (Levels 1 -3 & 5) Elective Extensive Reading Course (Optional Levels 6 & 7) • •

ER Syllabus: What will we do in this class? Students will use a variety of level appropriate reading resources including library books and IEP EPER resource books. Students will visit libraries as a class, choose books, read in varied locations, and talk to each other about what they are reading. Good things happen to students who read a lot in the new language! Research shows that students who read a lot… become better readers become more confident readers write better improve their listening and speaking abilities develop richer vocabulary develop positive attitudes toward the new language have increased motivation to learn the new language!

What are the rules for extensive reading? �CHOOSE what you read. �Choose EASY material. �Read for general meaning, information, and enjoyment. (No dictionary!) �Enjoy!

How will you be graded? 25% Extensive Reading Log (ER log) Bring your ER log to class EVERYDAY! You will keep a record EPER books and library books that you read in class (EPER days and Sustained Silent Reading (SSR) days) and at home. 25% Extensive Reading Journal (Weeks three to six) 15 pages or more=A 12 -14 pages=B 9 -11 pages=C 6 -8 pages=D 5 -0 pages=F 25% Attendance and Participation: We will be reading in class, so attendance is very important Every absence affects your grade. If you miss 10 or more classes, you will automatically receive an F in this class. If you are more than 15 minutes late, you are absent. 25% Self Evaluation: Students will decide this part of their grade. It will be based on personal goals, effort, and learning.

Grading is a PASS/FAIL format. For a PASS grade students will: � complete a reading log which is turned in 2 -3 times during the course. � complete 4 journal assignments with a minimum of 750 words total (about 190 -200 words per week). � complete a self-evaluation. � arrive on time, attend class and participate during class � have no more than 10 absences.

Student Journal Excerpt “A chat circle was very good. In first I forgot everything I read, but when we start I remember some story and some details. I think all books I read are interesting. And it was easy to read. Also, I understood all story. Then, of course, I felt very good. Time is running quickly, especially in this course. Because when I start to read any store I cannot stop if I didn’t finish. In fact, I learn many things of skills. I feel much better

Intensive vs. Extensive Reading Type of Reading Intensive Reading Extensive Reading Class goal read accurately read fluently Reading purpose answer questions study get information enjoy words pronunciation meaning Material teacher chooses often difficult you choose easy Amount not much a lot Speed slower faster Method must finish use dictionary stop if you don’t like it no dictionary Focus Adapted from Day & Bamford, 1998.

Student Journal Excerpt “I like to go to the public library. If class don’t bring me to the public library, I wouldn’t know that library. There a lot of resources that I can borrow in the library. O love to go and I will go there next time. I am not afraid of reading in English. I started reading novel in English. I enjoy reading English. ”

Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 1 Intro to Extensive Reading Motivation for Reading in English Questionnaire Homework EPER Test EPER day Make-up EPER Test 2 EPER day Make-up EPER test Syllabus Why read fiction? How to choose books Education Library visit Library book day Music Library EPER day 3 Intro: Journals Book chat EPER day Intensive and Extensive Rdg EPER day Public Library prep. EPER Day Library book day IMU So. Lounge 4 EPER day Book chat Public Library visit Library book day Chemistry Library EPER day 5 EPER day Library book day Neal Marshall Library EPER day Book Chat EPER day 6 EPER day Book chat Library book day Fine Arts Library EPER day Evaluations 7 EPER day EPER test Library book day students’ choice

Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 1 Intro to Extensive Reading Motivation for Reading in English Questionnaire Homework EPER Test EPER day Make-up EPER Test Syllabus Why read fiction? How to choose books Education Library visit Library book day Music Library EPER day Intensive and Extensive Rdg Public Library prep. EPER day Library book day IMU So. Lounge Library book day Chemistry Library EPER day 2 EPER day Make-up EPER test 3 Intro: Journals Book chat EPER day Public Library visit 4 EPER day Book chat 5 EPER day Library book day Neal Marshall Library EPER day Book Chat EPER day 6 EPER day Book chat Library book day Fine Arts Library EPER day Evaluations 7 EPER day EPER test Library book day students’ choice

Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 1 Intro to Extensive Reading Motivation for Reading in English Questionnaire Homework EPER Test EPER day Make-up EPER Test 2 EPER day Make-up EPER test Syllabus Why read fiction? How to choose books Education Library book day EPER day Intro: Journals Book chat EPER day Intensive and Extensive Rdg EPER day Public Library prep. EPER Day Public Library book day 3 4 EPER day Book chat Music Library book day IMU So. Lounge EPER day Chemistry Library 5 6 EPER day Library book day EPER day Book Chat EPER day Neal Marshall Library Book chat Library book day EPER day Evaluations Fine Arts Library 7 EPER day EPER test Library book day students’ choice

Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 1 Intro to Extensive Reading Motivation for Reading in English Questionnaire Homework EPER Test EPER day Make-up EPER Test 2 EPER day Make-up EPER test Syllabus Why read fiction? How to choose books Education Library visit Library book day EPER day Intro: Journals Book chat EPER day Intensive and Extensive Rdg EPER day Public Library prep. EPER Day Public Library visit Library book day 3 4 EPER day Book chat Music Library book day IMU So. Lounge EPER day Chemistry Library 5 6 EPER day Library book day EPER day Book Chat EPER day Neal Marshall Library Book chat Library book day EPER day Evaluations Fine Arts Library 7 EPER day EPER test Library book day Students’ choice

Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 1 Intro to Extensive Reading Motivation for Reading in English Questionnaire Homework EPER Test EPER day Make-up EPER Test 2 EPER day Make-up EPER test Syllabus Why read fiction? How to choose books Education Library visit Library book day Music Library EPER day 3 Intro: Journals Book chat EPER day Intensive and Extensive Rdg EPER day Public Library prep. EPER Day Library book day IMU So. Lounge 4 EPER day Public Library visit Library book day Chemistry Library EPER day 5 EPER day Library book day Neal Marshall Library EPER day Book Chat EPER day 6 EPER day Book chat Library book day Fine Arts Library EPER day Evaluations 7 EPER day EPER test Library book day students’ choice Book chat

Student Journal Excerpt “I like much to read in my first language…But in my life I hadn’t read much in English. I spend long time…Although the exercise of chose the children books is strange because you feel like when you had 7 years old, I think that this is good , because is the same process like when you learned to read in school”

Extensive Reading Log Name_________ Title EPER level or In class At home Class______ ‘library’ time The Long Road EPER B Peanuts Library book 20 min. Level: easy, Opinion: good, okay, difficult fair, poor 15 min. Easy fair 30 min. 15 min. 25 min. Okay good

Student Journal Excerpt “I have a little experienced in reading in English because in general about reading I do not like read so much even in my native language which is Arabic. . When I went to education library I felt I can choose the books better than in the past and most of books that I chosen them I interested of them I like them. ”

Student Journal Excerpt “EPER books are easy to read for me and so fun, because I can read books smoothly, and easy to understand. There are many kinds of books… I read 19 books, so I want to read more books. ”

What are the benefits of ER? Research claims have been made that students who read a lot… �become better readers (Flahive & Bailey, 1993; Tsang, 1996) �become more confident readers (Takase, 2007, 2008, 2 oo 9) �write better (Elley & Mangubhai, 1983; Janopoulos, 1986; Tsang, 1996) �improve listening and speaking abilities (Elley, 1991)

Student Journal Excerpt “I like outside class. One of my favorite outside place is the Union. I didn’t know what reading a book with drinking coffee make me happy. ” “I have learned so far enjoying the books in English is so important for learning English because I think enjoying books encourages me to learn English. When I read only books which have difficult words, and are so severe I feel so boring to learn English. But the Extensive Reading makes me remember pleasure of English!!!”

What are the benefits of ER? �develop richer vocabulary (Horst, Cobb, & Meara, 1998; Lao & Krashen, 2000; Pulido, 2003; Waring & Takaki, 2003) �develop positive attitudes toward the new language (Mason & Krashen, 1997) �Increase motivation to learn the new language (Takase, 2009) �Increase motivation to read (Mc. Quillan, 1994; Pillgreen & Krashen, 1993

Student Journal Excerpt “I learn to be used to reading English. I think this class is the best way to like English, because English is close to me by reading easy grammar English with pretty pictures. In my opinion, if I don’t like English, I cannot to improve English skill. So, to like English is very important thing for me. So, this class is very meaningful for me. ”

What are the benefits of ER? �Improve general language proficiency (Elley, 1991; Renandya, Rajan, & Jacobs, 1999). �Increase reading rate (Lao & Krashen, 2000) �Do as well or better than non-ER learners in the short run (Mason & Krashen, 1997) �In the long run, ER learners do better (Krashen, 2004 for review of studies)

Study Purpose Does our ER course benefit the learners? � Will our students be motivated to read more on their own? � Will general or specific aspects of their proficiency grow?

Study Challenges Will we be able to measure/identify changes? � It’s hard to measure incidental and incremental learning � We cannot control for all other sources of learning especially in an SL context. � L 2 adults are harder to “control” than L 1/L 2 children. � By definition, the students should not be tested. � Ethically, we had to give ER to all the students, so no control group was possible.

Initial IEP ER Study Recruitment of Students May 2003 through June 2011 (093 -113) � Total number of students included: 291 � Data Collection Pre and Post EPER Diagnostic Test (E. P. E. R. 2009) � Institutional test scores � Motivation Survey (Komiyama, 2009) � Reading Journals � Reading Logs � Motivation Self-Report � Delayed post course questionnaire(dropped) �

Results Quantitative Results � � Pre and Post EPER Diagnostic Test (E. P. E. R. 2009) Institutional test scores � IEP Placement Exam(pre-post) p. BT TOEFL (pre-post) Motivation Survey (Komiyama, 2009) Qualitative Results � � Reading Journals Reading Logs Motivation Self-Report ER Book Checkout List

Paired-sample T-tests All levels n** 216 p<0. 05 Pre-EPER Test M (min-max) SD 41. 7 (7 -60) 10. 2 Post-EPER Test M (min-max) SD 47. 5 (19 -64) 9. 1 Average Gain 6. 4*

Pre and post E. P. E. R tests Starting Level n** Pre-EPER Test M (min-max) SD Post-EPER Test M (min-max) SD A 17 18. 2 (7 -25) 5. 71 29. 2 (19 -42) 6. 93 11* B 16 29. 3(26 -32) 2. 06 37. 7 (32 -46) 4. 01 8. 3* C 100 40. 3 (33 -45) 3. 62 46. 6 (30 -60) 5. 98 6. 6* D 82 50. 8 (46 -59) 3. 71 54. 3 (42 -64) 4. 71 5* *p<0. 05 **1 student started and stayed in Level E Average Gain

Average EPER Gains from Starting Level Average Gain 12. 0 11. 0 10. 0 8. 3 8. 0 6. 6 6. 0 5. 0 4. 0 2. 0 0. 0 A B C D

EPER level gains in 1 session Level A to B+ Level B to C+ Level C to D+ Level D to E+ Pre Post 17 11 16 14 100 53 82 9 Level 64. 7% 87 of 215 improved by at least one EPER 87. 5% 53. 0% 10. 9%

Institutional Test Scores IEP Placement Reading Test (with ER, 093113) n M SD Average Gain Pre Post *p<0. 05 222 20. 3 20. 9 4. 92 5. 15 5. 13*

IEP Placement Reading Test Level Initial Test Cut Off Placement Scores Score Post Placement Score % Above initial Placement % Above Level 4 Level 1 0 -11 8 4 0. 0% Level 2 12 -15 32 33 59. 4% 0. 0% Level 3 16 -19 54 44 46. 3% 22. 2% Level 4 20 -22 53 46 47. 2% Level 5 23 -25 45 51 31. 1% 53. 3% Level 6 26 -29 21 28 9. 5% 76. 2% Level 7 30 -35 8 7 0. 0% 75. 0% Above 36 -40 0 0 0. 0% Total 40 222 38. 7% 38. 3%

IPT Reading Score (Level 4 with ER, 093 - 113) n M SD Average Gain Pre Post 122 40. 0 39. 9 4. 97 6. 18 -0. 1

ER Reading Journals • Iterative reading of journals • Noting themes • Checking themes • Rater reliability checking (not yet done)

Student Journal Prompts

Reading Journal Themes How little had been read in English prior to this class Surprise at the need for easy texts Delight in reading complete texts Positive attitude towards reading generally Expressed desire to continue such reading

Implications of results so far Started an ER elective for high intermediate/low advanced students Put a book chat earlier in the session to motivate more careful reading Trained more teachers in the ER implementation

What do we still want to do? Look at motivation survey (Intrinsic versus extrinsic motivation at beginning of course in relation to gender, country of origin, proficiency level) Do motivation survey after ER course Analyze more reading scores for pre ER course period Estimate amount of reading in time and words (titles? ) (in relation to gender, country of origin, proficiency level) Determine most popular texts

Keep on “teaching” ER!

If you have questions, feel free to contact me. Doreen Ewert, Associate Professor Director, Academic English for Multilingual Students Program Department of Rhetoric and Language University of San Francisco dewert@usfca. edu