What Exactly is Extensive Reading Rob Waring ER

What Exactly is Extensive Reading? Rob Waring ER Foundation World Congress Dubai, Sept 20, 2015 www. robwaring. org/presentations

Potted History of Extensive Reading There’s always been graded reading Basal L 2 reading started in started with the vocabulary movement in the 1920’s Limited vocabulary – Ogden, West, Hornby, Palmer West’s Supplemental Readers, New Method Readers (1932) and New Method Dictionary (1935) really kick-started graded reading 4 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 control This led to the modern Graded Reader

ER/EL in two spheres • The pedagogy of ER/EL speed materials levels assessment design of libraries book record systems pre- while- post- activities volume read (listened to) material selection choice silent vs aloud read only, listen only, read-while-listen motivation role of teacher 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-selected 400, 000 words per semester No assessment Variety of materials No/little follow up Self-governed Fluency reading only Teacher advised A few books a semester Mreader quizzes Narrow ER Follow-up activities Careful monitoring Some 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. 2. 3. 4. 5. The reading material is easy A variety of reading material on a wide range of topics Learners choose what they want to read Learners read as much as possible The purpose of reading is usually related to pleasure, information and general understanding 6. Reading is its own reward 7. Reading speed is usually faster rather than slower 8. Reading is individual and silent 9. Teachers orient and guide their students 10. 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. 2. 3. 4. 5. The reading material is easy A variety of reading material on a wide range of topics Learners choose what they want to read Learners read as much as possible The purpose of reading is usually related to pleasure, information and general understanding 6. Reading is its own reward 7. Reading speed is usually faster rather than slower 8. Reading is individual and silent 9. Teachers orient and guide their students 10. 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 topics Learners 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 evaluation Buddy / collaborative reading Reading while listening Follow-up exercises Reading speed focus Limited time Limited resources Lowly motivated learners Necessity to read things you don't want to The teacher doesn't read much Asian values and norms Teacher selected materials Desire to read something difficult Desire to have one's performance monitored Desire to share their reading Extensive listening Reading 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 L 1 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.

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 Assessment Student selects No assessment Others select

When reading extensively, students should READ A central aspect of any ER program Students should Read something quickly and Enjoyably with Adequate comprehension so they Don’t need a dictionary

Aspects of a definition of ER The definition should consider a) 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 automatized c) The viable pedagogical aspects of ER – – The selection of materials Follow-up activities Assessment – Etc.

ER variables Assessment and evaluation Buddy / collaborative reading Reading while listening Follow-up exercises Reading speed focus Limited time Limited resources Lowly motivated learners Necessity to read things you don't want to The teacher doesn't read much Asian values and norms Teacher selected materials Desire to read something difficult (as in Beglar and Hunt, 2014). Desire to have one's performance monitored Desire to share their reading Extensive listening Reading Circles?

'Big Tent ' ER We need to accept that many students are not brought up to be responsible for their learning Encouragement 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 students Motivating disinterested students can be close to impossible Massive choice can overwhelm Class reading is a valid form of ER ER is more than just graded readers

ER Program types Purist ER program Lots of self-selected reading at home with no / little assessment or follow up. Often is a stand-alone class. Integrated ER program Lots of self-selected reading at home and in class. Follow up exercises / reports which aim to build the 4 skills. Class reading - study Students 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 program Different aims Different levels of involvement for teachers / students Some programs may adopt two or more types at the same time Some programs can start more easily than others Each type is scalable – from a single class to a whole school No '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 Lock-step Individual Amount Lots Little Lots Speed Fast Slow Fast Control Student Teacher Student Language focus No No Yes No No Assessment Little Lots Viable Materials Library Class sets Library Skill work Reading 3 -4 skills / 1 -3 skills language Reading Class time needed Little Lots

Core elements of an ER program (to retain the label ‘ER’) • Fluent, sustained comprehension of text as meaningfocused 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 lot Graded = written to a level (grade) L 2 conflates these two as interchangeable Historically L 1 “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 Comprehensible Yes Read a lot Yes Read quickly Yes Preferable Easy Yes Simplified materials Yes Not essential if high level Enjoyable

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