Extensive Reading-related presentations at JALT2003
The Reader Dependence Hypothesis, Richard Day, University of Hawaii.
This hypothesis (How you end up as a reader depends on how you start, and developing into a joyful or fluent, skilled reader cannot be achieved from some beginnings) attempts to account for certain phenomena in L2 reading, including the all-to-common situation of learners never reading in the L2 after leaving the classroom.
Extensive Reading and Speaking, Gerald Williams, Kansai University of International Studies.
Extensive reading has been shown to increase student motivation. I introduce a university extensive reading program designed to enhance learners' oral, written and listening skills in addition to their reading, with discussion of starting and maintaining a program, assessment, the role of the teacher and student, and teacher feedback.
Insider's Views on Selecting Graded Readers, Rick Romanko, Tokyo University of Agriculture and Technology.
In this study, university students kept a diary about factors and strategies used when choosing graded readers in an extensive reading program. Students' expectations and schematic knowledge developed as they read their books, and this influenced their next selection. I also discuss the advantages and disadvantages of using diaries to support and complement extensive reading.
Going for Depth: Combining Extensive Reading and Intensive Vocabulary Study, Rory Rosszell, Sophia University.
This research project investigated ways of maximizing the benefits learners derive from extensive reading. Integrated intensive vocabulary study was the independent variable of focus. Quantative and qualitative data is presented, and suggestions for helping learners develop their productive vocabulary are discussed.
Graded Readers for Extensive Reading AND Listening, Rob Waring (Sponsored by Oxford University Press).
Graded readers are a cheap and effective way to increase student contact hours with English. I give an overview of teaching strategies and approaches for using readers with very young learners, teenagers and young adults, show before-, while-and post reading activities, and consider how graded readers can be used to improve listening ability.
With Graded Readers: Imagination and Creativity, Yumiko Shirai, Kansai University of International Studies.
[abstract in Japanese]