Extensive Reading

Historicamente foram várias as mudanças conceituais da terminologia Extensão Rural. Em cada fase da Extensão Rural – i) Humanismo assistencialista (1948-1960); ii) Difusionismo produtivista (1964-1980); iii) Humanismo crítico (1980-2000); iv) Desenvolvimento rural sustentável/agricultura sustentável/agroecologia (2000 em diante) – ou em cada perspectiva ou enfoque – i) Enfoque Difusionista-inovador; ii) Enfoque Dialógico-comunicacional; iii) enfoque participativo; iv) enfoque agroecológico – se tentou construir coletivamente o conceito mais apropriado para o momento.

This paper reports on the inclusion of extensive reading in three separate 12-week courses taught by different teachers on an EAP programme at a New Zealand university. The inclusion of extensive reading was experimental and sought answers to two questions: would students respond positively to the extensive reading component, and how could extensive reading be included? On each iteration of the extensive reading component a different approach was taken. On the first occasion, the reading was a stand-alone part of the teaching programme but on the second and third occasions the reading was integrated into the programme. In each of the three classes the students responded positively to the inclusion of extensive reading. The integration of the reading reflected teacher and learner differences, and supported the belief that the way in which extensive reading is included in a programme should be determined by the specific language learning environment.

The study discussed TED talk transcripts as extensive reading material for vocabulary learning or not.  It is aimed to investigate how much the TED talk transcripts imply is needed to encounter most of the first 9000-word families for learning to occur written by Wenhua Hsu. This study is an exploration of the word families in the TED talks transcripts, it is appropriate for the vocabulary learning since the transcripts could have millions of words for the learners to explore the word families. The author Wenhua Hsu is a faculty member of Applied English at I-Shou University, Taiwan. He has the authority of expertise to write on the subject since he has been written seven research where five of them are related to the vocabulary learning. I do agree with thus study that TED talk transcripts can serve as extensive reading material for mid-frequency vocabulary learning because as seen on this paper, it showed that the English learners can get sufficient input from the TED talk transcripts.

The reading habits of children are affected by the penetration of electronic devices, social media applications and games. Hence, there is general decline in reading habits / culture in society and specifically among children. In this situation, the current study will look into the factors influencing children reading habits. The study is a significant support in relevant literature by reporting contributing factors related to children, family, and teacher in developing reading habits among children. The beneficiaries are children, their families, school teachers as well as school administrators to appropriately use the methods and techniques to inculcate reading habits.

The present study is an attempt to investigate the effect of a type of motivational strategy designed to boost EFL learners' motivation on their reading comprehension ability. To achieve this goal, 69 EFL learners studying English in two intact classes were divided into two groups. The control group received the traditional method of pre-reading, reading, and post-reading activities while the experimental group was asked to write compositions about the factors that motivate people to learn English and read them in the class before starting their usual classroom activities. This intervention was supposed to enhance their motivation leading to better performance on reading comprehension. Then, two paired-samples t-test were run to compare the scores of both groups on the preand post-tests. The results of the tests showed a significant increase in the mean scores of the experimental group whereas for the control group mean scores did not change dramatically. The results of these st...

From last century, many researchers have devoted efforts to examine reading habits of students. The present study is a step forward in the process which aims to identify the reading preferences and tastes of the college students across disciplines. The scope of the study is limited to the degree college students of Kashmir covering the faculties of General Science, Business/ Commerce, Computer Science, Social Sciences and Humanities. The sample was selected through statistical sampling formula and stratified random sampling technique was used to select students. The questionnaire was used as a data collection tool. The results reveal that students of all faculties have positive attitudes towards reading in which General Science students enjoy the most and Social Sciences & Humanities students the least. The General Science students also rank first on spending time on reading. The college students, irrespective of subject differences, mostly prefer to read in English. In comparison, ...

How can one read Mark 5:1-43’s story from the multiple levels of post-colonial, feminist and HIV/AIDS perspectives?  There are, no doubt, many ways of reading any text.  But more importantly each of the above mentioned paradigm is a diverse field of methods and theories.  Mine can only be one small aspect of each of the above paradigms. My exposition will be done through providing a background of a narrative reading of the plot and setting of the story, while the analysis of characters will also come through in this section, it will largely be covered in all other sections.  The narrative reading will therefore be brought to interact with the methodological narratives of postcolonial, feminist and HIV/AIDS frameworks.  Yet the use of the postcolonial here denotes that my reading is both on and through the surface—that is, it also assumes a concrete history of the Roman Empire as well as to read the text as a narrative. The article employs narrative, postcolonial, gender and HIV/AIDS theoretical frameworks to read Mark 5:21-43.

This qualitative study aims to explore the possible perceived effects of a short-term sustained silent reading program (SSR) implemented in a university setting. The participants were 42 university students in the Turkish EFL context, and the SSR program was conducted over a four-week period as a part of an undergraduate freshman course. Data came from
qualitative instruments and the analysis of the results illustrated the perceived advantages as well as disadvantages associated with the SSR practice. The results of the reflections that the participants wrote before, during, and after the treatment, as well as focus group interviews demonstrated that the SSR treatment had several positive effects as stated by the participants. The participants noted they not only improved their attitudes towards reading in English but they were also motivated to read more. The advantages and disadvantages of implementing a sustained silent program are also discussed in light of the findings.

This research sought to explore the connection between a small-group intensive reading comprehension project and students’ performance in two sample English national exit exams (ENEEs) developed by the Ministry of Public Education, Costa Rica. The data were gathered from an intervention plan that combined the theoretical principles of schema theory, scaffolded reading comprehension, and intensive reading. The study adopts an action-research approach and uses a mixed design that combines quantitative and qualitative data in the analysis and interpretation of results. Participants included twelve students from a public high school in the Western Area of Costa Rica who needed special preparation for the ENEE, which narrows the research scope down to this population only. The data collection techniques included two sample ENEEs, field notes, and research artifacts. Findings reveal positive effects of scaffolded reading comprehension on student ENEE performance, but also it is warning th...

Leer y vivir es un libro en el que se coleccionan, de manera póstuma, ensayos, reseñas y artículos escritos en diferentes etapas de la prolífica vida intelectual de este pensador búlgaro-francés. Tales textos tienen que ver con diversos temas y autores que contribuyeron con su formación en campos como la historia, la memoria, el arte, la filosofía del lenguaje, las ciencias sociales, entre otros.

Any educational context evolves over time. In this regard, the English language teaching curriculum at Tokyo University of Science (TUS) is no different. With this report, we take into consideration the background to the study of English in Japan, the reasons for recent...

This study aimed to determine students' preferences for their reading materials and dig out the benefits of their reading preferences. A descriptive research design was applied in this study. Two instruments were employed to obtain the data, namely a questionnaire and an interview guide. The subjects of this study were 35 third semester students of the English Language Education Department. These participants were selected by using a simple random sampling technique. In the data collection procedure, the participants filled in the questionnaire. Then, three of the participants were selected further to be interviewed. The data were then analyzed by calculating each item in the survey to obtain the final result in the form of a percentage, transcribing, and examining the interview result. The findings found that most of the students preferred novels as their reading material with 54,2%. Furthermore, as many as 31,4% preferred the genre of fiction. Several benefits from having their own preference in reading constitute (1) the students were able to comprehend the content of the reading material easily, (2) the students got more interested in reading, (3) the students gained broader knowledge, and (4) the students got attached to and focused on the text. Overall, this study implies that English language education students preferred novels as their reading material and fiction as their favored genre. These findings also signified that the students could gain many benefits from their preferences.

The purpose of the present study is to determine the viewpoints of primary school teachers on difficulties experienced by 3rd and 4th grade primary school students in reading comprehension. The study was planned in Phenomenology Design, which is one of the Qualitative Research Methods. The study group consisted of 25 primary school teachers working at 7 primary schools in the city center of Bayburt. The sampling of the study was determined with the Criterion Sampling Method, which is one of the Purposeful Sampling Methods. Semi-structured Interview Forms were used for data collection. The Descriptive Analysis Methods were used in the analysis of the data. As a result of the study, it was concluded that difficulties in reading comprehension appeared in the form of difficulties in answering questions after reading a text; the cause of the difficulty in reading was students’ not focusing on the meaning; and teachers conducted plenty of activities suitable for the levels of students to overcome the difficulties in reading.

The Summa Theologiae is a good piece of work that teaches concurrently about God, man and the universe; it is a classical work whose teachings never dwindle because it situates people’s lives and unites old and new perceptions without confusion.  Moreover, it makes sound distinctions on a good number of issues that disturb the modern person.

"The seventeen chapters in this volume focus on research, classroom teaching practices and further initiatives within the area of reading in English as a Foreign Language. The chapters are divided into the following sections:
- Reading in EFL: A Focus on the Learner
- Reading in EFL: A Focus on the Classroom
- Reading in EFL: A Broader Perspective
The book makes a significant contribution to the growing body of research in Teaching English as a Foreign Language, with a clear focus on reading in different countries and educational contexts. The chapters presented in this book deal with a wide range of issues in learning, teaching, assessment and policy connected to foreign language reading development in primary and secondary schools, communities and institutes of higher education."

This study follows the cases of six students identified as extensive reading outliers-learners who read significantly more than their peers at a Japanese university. Following an inquiry into good or successful language learners, the researcher was interested in what insights avid extensive readers could teach, and whether these insights could help develop classroom approaches. In this paper, the process by which ER was implemented in the EFL course for Japanese university students precedes a narrative detailing each student's story. The analysis revealed some similarities between each of the learners-(1) many were avid readers in their L1, (2) most established personal goals to help reach the class reading targets , and (3) passing the post-reading quizzes appeared to elevate the self-efficacy of the learners. There were, however, more differences than similarities, which led the researcher to advocate a range of strategies for encouraging more reluctant or less motivated EFL readers to read extensively.

This study aims to compare reading habits between Lebanon and France by identifying the reading habits among a sample of both residents in general and the educated populace in particular. A quantitative research approach is adopted relying on a survey questionnaire administered to equal samples of 130 persons, selected conveniently based on their willingness to participate, and belonging to different age categories and sexes. Results show that Lebanon has a lower average of reading time. Furthermore, 62.8% of the Lebanese versus 49.2% of the French dedicate 1 to 4 hours per week of reading time as compared to 3.1% of the Lebanese who dedicate 8 to 11 hours per week of reading time versus 21.5% of the French. Both dedicate below the world figures knowing that India occupied the first place with an average of 10.42 hours of reading per week. Lebanon and France are among the group that includes USA and Portugal where the majority of the people mainly read to get informed, keep updated, research a topic, and to be well developed. Lebanon is among the countries which are suffering from a decline in reading and readers though it occupies as well as France high position among the countries of high reading rates where a Lebanese reads an average of 20 books per year versus 25 by the French, a fact that puts Lebanon's rank better than Spain, USA, Mexico, Portugal and Canada, but less than France; further, an estimated 11.5% of the Lebanese residents and 3.8% of the French do not read when looking at the general reading habits. Outcomes may help add scope and direction to policy makers in the government, to universities and other teaching and learning institutions and the non-government organizations which are concerned.

Análisis de 15 colecciones de lecturas graduadas creadas para el aprendizaje de una L2, en este caso, el español, bien sean originales o adaptaciones de obras clásicas. Estos textos tienen una importante presencia en el mercado editorial y han evolucionado: cada vez se cuida más la graduación lingüística de la lengua, el metalenguaje de las notas de vocabulario y la información sociocultural, la explotación didáctica, etc.

The best way to improve our knowledge of a foreign language is to go and live among its speakers. The next best way is to read extensively in it (Nuttal, 1982). Current literature points to the importance and benefits of extensive reading. Extensive reading provides contextualized clues for better reading comprehension (Krashen, 1982), and substantial linguistic input (Bell, 1998) needed for language development. Several studies have found a correlation between extensive reading and specific linguistic skills including breadth of reading choices, improved writing skills, ease in oral communication, and improvement in other aspects of language. This paper briefly tries to describe the nature of extensive reading, the reasons why extensive reading is important, and how is the best practice of extensive reading in EFL classroom.

This paper will discuss and outline the main features of MReader -- a website with, as of this writing, free quizzes for over 3500 graded readers. MReader is hosted by the Extensive Reading Foundation (ERF) and was developed with research funds from the Japanese Ministry of Education and Kyoto Sangyo University. It is also supported through advertising and donations. MReader was piloted in PE5 and PE6, the author’s two Finishing PE II (Practical English II) classes during the 2013 spring term at YCU (Yokohama City University). This paper will introduce the educational setting, discuss how graded readers are used in the courses, and explain and evaluate how the site was used.

A number of scholars in applied linguistics and reading proficiency have regularly underlined the significance of reading as a prerequisite to academic achievement and success. On that account, numerous studies have attempted to investigate a best course of action into presenting a new way of teaching reading proficiency. The present contribution attempts to investigate the probable effect of employing Harmer's Engage, Study and activate (ESA) elements involved in teaching of tasks in developing reading comprehension of EFL learners. For this reason, two intact groups of each containing 15 Iranian EFL learners from Chabahar Maritime University were enrolled. Prior to the study, before the actual classes were inducted, participants were administered an FCE reading pre-test to ensure both groups equivalence and homogeneity. Consequently, the control group was instructed based on the principles of Grammar-translation method (GTM) and the experimental group was instructed through implementation of ESA elements involved in teaching of reading tasks. Eventually, at the end of the treatment period, a post-test of FCE reading comprehension was administered to investigate their performance in reading comprehension. The results of the statistical analyses, i.e. independent sample t-test showed that the experimental group has significantly outperformed the control group; the learners also showed a positive overall tendency towards the teaching method based on ESA elements .It is expected that the pedagogical implication of the study would make considerable contribution to the works of EFL teachers, Researchers, policy makers and curriculum designers.

Argentina. Ministerio de Educación de la Nación
Inglés. - 1a ed. - Ciudad Autónoma de Buenos Aires : Ministerio de
Educación de la Nación, 2015. 124 p. : il. ; 21x29 cm.
ISBN 978-950-00-1096-2
1. Enseñanza Media. 2. Educación de Adultos. CDD 373

Knowing how to speed read could save time and increase comprehension and retention of the subject. When you learn how to speed read, which is focusing on important words, the fluency of reading is developed. With this come better understanding, better comprehension and pleasure of reading.

The novel is a reflection of human culture. Novel is identical to a literary work in the form of prose which is quite long, and tends to be fictitious. A novel is based on the building elements such as intrinsic and extrinsic elements. The novel that the author reviewed in the final project was titled Matilda by a famous children's story writer from England, Roald Dahl. Dahl is famous for his imaginative work and plot which, in the writer's opinion, is complex to guess. Matilda, according to the author, is an imaginary novel with a light theme. Suitable in any ages even the kids can read this book. However, in this novel Dahl uses a lot of hyperbole in describing the storyline. This is the reason that underlies the author to review one of Roald Dahl's novels, namely Matilda. Matilda is a popular novel because the story is easy to understand and the author does not convolute in telling the story. Because this novel is intended for children, the story that is presented follows the author's tastes and imagination, is uncomplicated and develops simply according to children's logic. The aims of this review is to deliver a wide-ranging description of the contents of a novel itself. In reviewing a novel, it is crucial to have a review of intrinsic elements such as themes, plot, setting, characterization, characterization, mandate, and perspectives’ as well as extrinsic elements in the form of the author's social and psychological factors that greatly influence the author's style in conveying a story. The reviewer only shows the general picture and the reader then gives an assessment of the quality of a novel. This project provides a brief review of the strengths and weaknesses of Matilda accompanied by a brief biography of the author. Through this reviewer, readers can get a glimpse of the contents of Matilda's novel along with the author and some of his works.

This chapter first looks at Extensive Reading and Extensive Listening separately, highlighting the language learning benefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be severely limited. In these situations, the main source of input comes from the classroom teachers and the coursebooks, which, while useful, tends to have limited impact on L2 learning. By implementing both approaches, L2 learners could be exposed to far richer and greater quantity of language input, which in turn would have a more pronounced salutary effect on their L2 learning.

Many studies in different EFL contexts have shown positive impacts of extensive reading (ER) on learners' language abilities, reading proficiency, motivation, and attitude toward reading. With the aim of investigating the appropriateness and effectiveness of ER in a context where there is no strong culture for reading, this study surveyed students' attitudes towards ER, their perceptions on the benefits they gain from ER, and the challenges they encountered during its implementation. Utilizing interview, it also examined teachers' perspectives on the possibilities and trajectories of ER within the institution after its first implementation. The study sample consisted of 365 randomly selected male Saudi college-level EFL students who answered the questionnaire and 5 teachers who separately responded to the unstructured interview. Results revealed that students have positive attitudes towards ER. They believe that ER is very useful, interesting, enriching, and empowering that it can make them better readers and learners. Results also revealed that ER provides various linguistic benefits. However, there can be challenges such as time constraints, lack of resources, and linguistic and cultural barriers. Analysis of the interview with teachers revealed that there can be many possibilities to improve ER implementation. The study concluded with its limitations and important recommendations.

Effective in-class reading interventions for struggling are both research-based and pragmatic. It is recommended that variations of six elements be included here:  (a) daily sustained silent reading of books at students’ independent level and below, (b) daily writing, (c) guided reading lessons, (d) word work, (e) cloze and maze activities, and (f) fluency work.