Transcript Extensive Reading

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.”
(Eskey, 1986, cited in Day & Bamford, 1998, p. 4).
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 selfselected 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 L2 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. 7-8)
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 of
topics is available so as to encourage
reading for different reasons and in different
ways.
He couldn’t tell if this were true in all
programs. Some seem rather limited.
Students select what they want to read and
have the freedom to stop reading materials
that fails
 . to interest them.
He feels this is still the very core of what
ER is and when programs don’t allow for
this, he finds it hard to consider them ER.
Original in Day & Bamford, 1998, p. 7-8)
Updated by Day, R. (2011);
The purposes of reading are usually related
to pleasure, information, and general
understanding. These purposes are
determined by the nature of the material and
the interests of the student.
This seems to be working although the use
of Moodle quizzes to track reading out of
class may be changing this.
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
linguistic competence of the students in
terms of vocabulary and grammar.
Dictionaries are rarely used while reading
because the constant stopping to look up
words makes fluent reading difficult.
After looking at program descriptions, this
still seems to be true.
Original in Day & Bamford, 1998, p. 7-8)
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 L1.
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 for
students—an active member of the classroom
reading community, demonstrating what it
means to be a reader and the rewards of
being a reader.
This is still important, but scaffolding
support might also be necessary.
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
 Enjoy!
 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 reading.”
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
must finish
use dictionary
stop if you don’t like it
no dictionary
Focus
Method
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 are 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
Sample Schedule
Week
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Schedule
Week
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Schedule
Week
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Schedule
Week
Monday
Tuesday
Wednesday
Thursday
Friday
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
In class
At home
Class___________
or ‘library’
time
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, 2oo9)
 write
better (Elley & Mangubhai, 1983; Janopoulos,
1986; Tsang, 1996)
 improve
1991)
listening and speaking abilities (Elley,
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 (McQuillan, 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
Renandya, Rajan, & Jacobs, 1999).
 Increase
proficiency (Elley, 1991;
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.
 L2 adults are harder to “control” than L1/L2 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)
pBT 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
Pre-EPER Test
M (min-max) SD
Post-EPER Test
M (min-max) SD
Starting
Level
n**
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
Pre
Post
Pre
Post
Pre
Post
17
11
16
14
100
53
82
9
87 of 215 improved by at least one EPER Level
64.7%
87.5%
53.0%
10.9%
Institutional Test Scores

IEP Placement Reading Test (with ER, 093-113)
Pre
Post
*p<0.05
n
M
SD
Average Gain
222
222
20.3
20.9
4.92
5.15
5.13*
IEP Placement Reading Test
Level
Test Cut Off
Scores
Initial
Placement
Score
Post Placement
Score
% Above
initial
Placement
% Above
Level 4
Level 1
0-11
8
4
0.0%
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%
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%
0.0%
Total
40
222
222
38.7%
38.3%

IPT Reading Score (Level 4 with ER, 093-113)
Pre
Post
n
M
SD
Average Gain
122
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
[email protected]