Extensive Reading In Practice
JALT2003, Shizuoka, Saturday, Nov. 22nd, 1:00 pm to 2:50pm, Wind Hall

This workshop features 11 simultaneous poster presentations.

  1. Extensive Reading Classroom Activities
    Julian Bamford, Bunkyo University
    These classroom activities motivate extensive reading and weave it into the foreign language curriculum.
    Download handout (MS Word .doc file, 25kb)

  2. Extensive Reading with Low-Level, Low-Motivation Learners
    Kathleen Brown, Kurume University
    I explore ways to involve students with limited vocabulary and little or no motivation to read, including orientation, activities that support reading, and alternative assessment methods.

  3. Extensive Reading in Japanese
    Richard R. Day & Claire Ikumi Hitosugi, University of Hawaii
    This overview explains how we integrated extensive reading into a Japanese course at the university, and introduces the reading materials used, and how much the students read.
    <rday@hawaii.edu>, <hitosugi@hawaii.edu>
    Download PowerPoint presentation (116kb)

  4. Japanese Teachers of English--Say Goodbye to Yakudoku in Your Kodoku Classes
    Midori T. Iwano, Nanzan Junior College
    I invite JTEs to informally discuss improving reading classes, and being change agents at their schools.
    Download handout (MS Word .doc file, 28kb)

  5. Vocabulary-Building Materials for Low-Level Learners
    Clive Lovelock, Tezukayama Gakuin University
    I demonstrate how to use children's stories for vocabulary building to prepare low-level students for extensive reading.
    Similar to his JALT 2002 presentation

  6. The Effects of Extensive Reading and Listening on Vocabulary Acquisition
    Beniko Mason, International Buddhist University
    I report (a) how students reading 1000 pages of graded readers per semester learned nine words per week, and (b) how students listening to stories for 15 minutes learned 20 words per story. The former indicates that they would learn 450 words per year, and the latter that they would learn 1000 words from listening to 50 stories in one year.
    Download handout (MS Word .doc file, 92kb)

  7. IRC: An Interactive Web-based Reading Community
    Mizuno Kunitaro, Keio University, SFC & Sophia University
    I explain how my college students use an Internet site
    (< a href=http://www.sfc.keio.ac.jp/iwc/index.html>http://www.sfc.keio.ac.jp/iwc/index.html) to share reactions to books and be stimulated and supported by classmates. I also introduce a Reading Marathon that encourages students to read.
    Download handout (MS Word .doc file, 40kb)
    Download Reading Evaluations (Excel .xls document, 22kb)

  8. Extensive Reading for Professionals
    David Moran, Tokyo University of Science/ ABAX Ltd.
    Extensive reading is not just for general language study. It is necessary in business and academic study, and for all English for Specific Purposes students.

  9. Building an English Reading Community
    Richard Morrison & Mathew White, College of World Englishes, Chukyo University
    We explain how we won the support and enthusiasm of students and faculty members for an extensive reading program.
    <morrison@lets.chukyo-u.ac.jp>, <matspaldingwhite@hotmail.com>
    Download handout (MS Word .doc file, 11kb)

  10. Motivating and Demotivating Factors in Extensive Reading
    Atsuko Takase, Baika High School & Kansai University
    I present the results of an investigation into the motivation of high school students to read extensively in English.
    Download handout (MS Word .doc file, 96kb)

  11. The Relationship between Extensive Reading and Extensive Listening
    Rob Waring, Notre Dame Seishin University
    This session discusses similarities and differences between these two mediums from teaching and research perspectives, and offers ideas for implementing extensive listening (materials, how much listening to do, how to enhance learning, assessment).
    Download handout (MS Word .doc file, 40kb)

  12. Want to present at a future extensive reading workshop? Email one of this year's presenters.