Extensive reading program

Providing alternative curricula for reluctant adult readers Doreen Ewert, University of San Francisco Heidi Vellenga, The Pennsylvania State University ENGLISH USA Professional Development Conference, January 23-24, 2014 San Francisco, CA 1 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). 2 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) 3 Extensive Reading Definition Reading quickly large amounts of easy, varied, and interesting selfselected material. 4 Other Names for ER ◦ Abundant reading ◦ Sustained Silent Reading ◦ Pleasure Reading ◦ Free Voluntary Reading ◦ Supplementary Reading ◦ Book Flood 5 Intensive vs. Extensive Reading Type of Reading Class goal Intensive Reading Extensive Reading • read accurately • read fluently • answer questions • study • get information • enjoy • words • pronunciation • meaning Material • teacher chooses • often difficult • student chooses • easy Amount • not much • a lot • slower • faster • must finish • use dictionary • stop if you don’t like it • no dictionary Reading purpose Focus Speed Method Adapted from Day & Bamford, 1998. 6 Characteristics of an Extensive Reading Program (Day & Bamford, 1998, p. 7-8) 1. 2. 3. 4. 5. Students read as much as possible, perhaps in and definitely out of the classroom. A variety of materials on a wide range of topics is available so as to encourage reading for different reasons and in different ways. Students select what they want to read and have the freedom to stop reading materials that fails to interest them. 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. Reading is its own reward. There are few or no follow-up exercises after reading. 7 Characteristics of an Extensive Reading Program (Day & Bamford, 1998, p. 7-8) 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. 7. Reading is individual and silent, at the student’s own pace, and, outside class, done when and where the student chooses. 8. Reading speed is usually faster rather than slower as students read books and other material they find easily understandable. 9. 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. 10. 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. 6. 10 principles Pure ER Modified ER Many principles ER Light Some principles 0 principles Not ER 8 What are the benefits of ER? ◦ better readers  (Flahive & Bailey, 1993; Tsang, 1996) ◦ better writers  (Elley & Mangubhai, 1983; Janopoulos, 1986; Tsang, 1996) ◦ improved listening and speaking abilities  (Elley, 1991) ◦ richer vocabulary  (Horst, Cobb, & Meara, 1998; Lao & Krashen, 2000; Pulido, 2003; Waring & Takaki, 2003) ◦ increased motivation to read  (McQuillan, 1994; Pillgreen & Krashen, 1993; Takase, 2009) 9 ER Program Models Self-access learning • Course component • Elective course • Stand-alone course • (low intermediate level or higher) 10 Self-Access  Resource Center  Voluntary Book Club ◦ training and assistance needed 11 Course Component    ER included during class time ER only done out of class (Moodle Reader?) Modified ER (ER training) ◦ Everyone reads the same (easy) text and instructor models way of reading for pleasure and general understanding ◦ Small groups read the same (easy) text and engage in a “book chat” about the text ◦ Each student reads a unique (easy) text and small groups engage in a “book chat” Stand-Alone Course  Elective or Required 13 Placement   EPER (Edinburg Project on Extensive Reading)/ other placement tools under development Process ◦ Placement Test ◦ Students self-select texts ◦ Students read at least 10 books at a level before moving to the next level ◦ Self-selection Process (in libraries – not ERcataloged books)  Look at the cover, title page  Read a page in the middle at random  If it seems too difficult, choose another book 14 Syllabus excerpt ◦ CHOOSE what you read. ◦ Choose EASY material. ◦ Read for general meaning, information, and enjoyment. (No dictionary!) ◦ Enjoy! ◦ Enjoy! ◦ Enjoy! 15 Grading PASS/FAIL format:  25% Extensive Reading Log (ER log)  25% Extensive Reading Journal (based on total number of pages written)  25% Self Evaluation  25% Attendance and Participation *consider the effects of pass/fail grading on student progression from one level to the next 16 Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 17 Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 18 Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 19 Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 20 Sample Schedule Week Monday Tuesday Wednesday Thursday Friday 21 Extensive Reading Logs 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 22 ER Log 2.0 23 Journal 1 Prompts      How do you feel about reading in your first language? What is your past experience in reading in English? What is your goal for this Extensive Reading class? What did you think about the visit to the Education Library? How did you feel when choosing books at the library? What is Extensive Reading? 24 Journal 4 Prompts       What did you think of (insert the library or location name)? What did you think of the Book Chat? Write about the books that you are reading. Has your reading changed during this session? What kinds of books do you like to read? What would you tell a friend about ER/ this class? 25 Setting up an ER program  Buy-in ◦ Faculty ◦ Students  Placement  Materials ◦ Books ◦ Cataloging  Space ◦ Storage ◦ Reading locations  Logistics ◦ Book distribution ◦ Library visits  Data 26 Logistics- book delivery 4A 4B 4C 4D Class 1 Class 2 ER (Teacher 1-Room 1) Class 3 Class 4 Class 5 ER (Teacher 2- Room 1) ER (Teacher 1- Room 2) ER (Teacher 3- Room 3) 27 Support for ER with local data  Does our ER course benefit the learners?  Will we be able to measure/identify changes? ◦ Will our students be motivated to read more on their own? ◦ Will general or specific aspects of their proficiency grow? ◦ 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. 28 Study Design   Recruitment of IEP Students (Level 4 of 7) ◦ May 2003 through June 2011 (13 7-week sessions) ◦ Total number of students included: 291 Data Collection ◦ ◦ ◦ ◦ ◦ ◦ ◦ Pre and Post EPER Diagnostic Test (E.P.E.R. 2009) Institutional test scores (in-house placement/exit + ITP TOEFL) Motivation Survey (Komiyama, 2009) Reading Journals Reading Logs Motivation Self-Report Delayed post course questionnaire (dropped) 29 Paired-sample T-tests n** 216 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* p<0.05 30 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* Average Gain *p<0.05 **1 student started and stayed in Level E 31 Institutional Test Scores  In-house Placement Test with ER, 13 7-week sessions) Pre Post n M SD Average Gain 222 222 20.3 20.9 4.92 5.15 5.13* *p<0.05  TOEFL IPT Score (Level 4 with ER) Pre Post n M SD Average Gain 122 122 40.0 39.9 4.97 6.18 -0.1 32 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 33 Results-based changes  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 34