This study examines an scaffolded extensive reading (ER) program to leverage English literacy, motivation, and vocabulary in a deaf-hearing inclusive school in Bali, Indonesia. Framed within descriptive qualitative research, the study employed interviews to two voluntary teachers and observations to the students’ reading logbooks. The transcripts were analyzed using thematic analysis and the logbooks were by interactive model analysis. The study found the program leverages students’ literacy, engagement and English reading skills. Key themes include inspiring activities, increased English proficiency, vocabulary development, and shifting reading habits. While the ER program enhances students’ learning, challenges persist, involving limited supports and book access, vocabulary gaps, and sustainability. These findings emphasize the role of scaffolded ER in building sustainable reading cultures in underserved communities while highlighting its need of library resources, digital reading tools, and long-term literacy initiatives. Exploring technology-driven reading interventions and community-based literacy programs are strongly encouraged for future research.

With English returning to the Indonesia's primary school curriculum in 2027, early exposure to English texts is essential. However, many schools, including Bopkri Gondolayu Yogyakarta Primary School, have limited access to English reading materials, restricting students’ opportunities to develop reading skills. The lack of extensive reading resources in school libraries further complicates English teachers’ efforts to integrate reading into lessons. To address this, the English Language Education and Product Design Study Programs of Universitas Kristen Duta Wacana Yogyakarta have collaborated to establish the Drop Everything and Read (DEAR) English Reading Corner at Bopkri Gondolayu’s library. This initiative provides 50 leveled readers, organized on specially designed shelves according to the seven virtues of Kurikulum Merdeka, the Freedom Curriculum. The program aims to (1) enhance students’ exposure to English texts, (2) cultivate a habit of extensive reading, and (3) assist teachers in incorporating leveled readers into English instruction.

How can EFL teachers empower students through Extensive Reading? What is the difference between Intensive and Extensive Reading? Which is mostly practised in class? How can we design reading lessons that raise social awareness and encourage students to take action in real-world issues? Enjoy participating in a lesson that explores extensive reading as a tool to empower teenagers in overcoming difficulties in life and in persuing their dreams.

Shanghai H2 company has been implementing the integrated approach of ‘extensive reading + intensive reading’ in Shanghai for over a decade. With two campuses in Pudong, Shanghai, we have guided reading development for more than 1,000 children. How do we synergize these two methodologies? ‘Intensive reading’ is delivered through structured classroom instruction. ‘Extensive reading’ is facilitated post-class at home using curated booklists. Throughout this process, our teachers provide personalized reading guidance to help children cultivate consistent daily reading habits. Notably, we emphasize the listening-first principle in language acquisition. During the extensive reading phase, we systematically incorporate large-scale extensive listening tasks to reinforce learning. What defines our core strengths? We are Shanghai's pioneer in guiding children to read authentic original-language books daily. Every child who joins us develops a genuine love for reading – there's not a single exception. Our presentation will comprehensively detail these evidence-based practices.

This presentation will be delivered in Chinese with bilingual PowerPoint support.

Current English instruction overemphasizes intensive learning (grammar, pronunciation, etc., 85% class time) while neglecting extensive reading (only 15%), resulting in limited fluency despite years of study. To address this, we developed the PERC Balanced Reading System, integrating 1,500+ leveled readers to solve three core challenges: text selection of scientifically graded materials with thematic diversity, instructional methods using evidence-based classroom protocols, and sustainability through progress monitoring and motivational design. The program was validated by hundreds of educators, which revealed the system demonstrates a synergistic intensive/extensive reading framework, quantifiable literacy improvement solutions, and the effective resolution of "Dumb English" implementation barriers.

Graded readers are often created with the assumption that all learners can seamlessly decode text, leaving behind those who struggle with reading. This session shows how I have adapted the Easy-Read standard —originally created for native speakers with intellectual disabilities, low literacy, or difficulty processing complex information—to make graded readers more accessible for lower-secondary language learners. By simplifying the language and the way it is presented on the page, these materials support those with reading difficulties and make the information easier to read and understand. I will demonstrate how modifications in layout, text structure, illustrations, dialogue, and narrative style enhance readability, alongside a progressive introduction of vocabulary and the integration of paratextual elements that provide a single-page reading experience without overreliance on glossaries. Additionally, I will discuss how AI-driven tools can streamline these adaptations through “student personas,” allowing educators to tailor texts to specific learner needs.

It has been over twenty years since Richard Day and Julian Bamford first came out with their 10 Principles of Extensive Reading. This seminal list, and the many papers and studies on the topic that came afterwards have greatly increased awareness of extensive reading. However, appreciating the benefits of extensive reading, and providing your students with a large library of graded readers, whether physical books or digital, does not ensure they will actually read. Students need to be motivated to read, and that can be accomplished with a well-planned and implemented program. The presenter, who has advised dozens of ER programs, has come up with ten strategies that will significantly increase the likelihood of your program’s success, and your students doing considerably greater amounts of reading