[etni] Fw: extensive reading

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----- Original Message -----
From: Andrew Wilson  andrew_israel@xxxxxxxxxxx
To: ask@xxxxxxxx
Sent: Sunday, November 30, 2003 6:41 PM
Subject: extensive reading


I must admit that as far as ETNI is concerned, I much prefer to ‘lurk’, and
I enjoy reading everyone’s comments regarding the ‘hot’  issues of the day.
However, after reading recent e-mails about extensive reading, I just had to
add a few words…

If we cast our minds back to a decade or more ago, many of us actually did
extensive reading, projects and oral presentations long before they were
ever compulsory. Incidentally, we also accessed information in various
forms, appreciated literature, culture and language AND – for some
reason –had much more time for social interaction (our own)… I personally
used to introduce projects and extensive reading as a ‘treat’, and that is
generally how they were accepted by the class. The difference today is (a)
that these tasks are compulsory and (b) that they are ‘across-the-board’
(although I do accept that allowances are made for different levels).
However, when a class is told that it HAS TO do a project and that it HAS TO
read X number of books, somehow the idea of this being a ‘fun thing’
disappears. I must admit that the fun for me as a teacher has also been
somewhat dampened….

As regards extensive reading, my understanding was that the aim of the
programme was to enhance our students’ appreciation of literature and
encourage them to enjoy reading. Unfortunately, it is often perceived as a
means to an end – the book report. How can anyone enjoy reading when they
know that as soon as they finish the last page, there is a task looming just
around the corner? And it doesn’t matter how varied/ interesting/
stimulating the choice of tasks may be…

Concerning level, if my memory serves me correctly (and it often doesn’t),
in order for reading to be effective, the reader should be familiar with 95%
of the vocabulary. Hence, current thinking is that the choice of reading
text should be based on the formula “I minus one”, where “I” equals “input”.
In other words, far from pushing our students to higher (and often, for some
of them, unattainable) levels, why not let them choose a book which they
want to read and which has been written at a level that they feel
comfortable with? What we may lose in vocabulary acquisition, we will gain
in vocabulary reinforcement…and, more importantly, we might even manage to
reduce student frustration.

Andrew Wilson


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