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Breaking the Rules for Better Extensive Reading Implementation
Most Extensive Reading Practitioners are familiar with the ten “principles” of extensive reading listed in Day & Bamford (2002) and elsewhere. This paper, however, will suggest that we can have our students read more by ignoring some of the principles.
The only principle that cannot be violated is their #4, “Learners read as much as possible” since this is the very definition of Extensive Reading, but breaking some of the other nine may allow the students more practice. For example, one rule states that “The reading material is easy,” yet a vocabulary list provided along the text would allow students to understand more difficult material. This will expand what is available for them to read but adds more work for the teacher. In the above manner, we will discuss the various “characteristics” and suggest reasons for not following them in order to provide more reading material for your students.
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Thomas Robb, Ph.D., University of Hawaii, is Professor Emeritus, Kyoto Sangyo University. He is a long-time user of CALL and the Internet, and has created a number of websites and applications for Extensive Reading, student projects, interactive learning and professional exchange. He has held numerous leadership positions in International TESOL, JALT (Japan), PacCALL and now is Chair of the Extensive Reading Foundation. He is also the Editor-in-Chief of TESL-EJ, , the first online journal for ELT.