The effects of extensive reading on language proficiency and motivation to read

Abstract

Extensive reading (ER) programmes involve students silently reading large quantities of materials. These materials are usually at a level that permits students to gain at least a fair understanding of what they are reading without outside help (Jacobs and Gallo, 2002). The benefits of such programmes for first and second language (L1 and L2) learners are well documented (Coady, 1997; Day and Bamford, 2005; Elley, 1996; Krashen, 1993; McQuillan, 1994; Nagy, Anderson and Herman, 1987; Ng, 1988, 1994; Yu, 1993, 1999). There is overwhelming evidence that students engaging in free reading progress in language and literacy development. Studies thus far have shown that students involved in in-class free reading where class-time is set aside for free reading typically do well on tests of reading comprehension and vocabulary, a result that holds for first language acquisition and foreign language development (Krashen, 2004).