Essay On Extensive Reading

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

Reading can provide many benefits to the reader. One of those benefits is the expansion of the reader’s vocabulary. The more a reader reads, the broader the reader’s vocabulary.

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

Reading can promote more meaningful learning. According to results from the National Survey of Student Engagement (NSSE, 2004),

The Drop Everything and Read (DEAR) program compared to the Silent Sustained Reading (SSR) program proves to be a more effective reading experience for students. The DEAR program provides exploration and a better understanding of what students are reading, which is more than the SSR experience where they are just sitting and reading silently. Teachers are able to incorporate structured time to work with each student periodically to assess their progress and plan corresponding instructional goals. More importantly, students are given the time to read books that are of interest to them, discuss with the teacher what they have read, and obtain the support they need for further reading explorations and considerations (Gardner, 2016).

Based on the course material, many attributes make up a good reader. Not only should good readers avoid numerous distractions, like technology, but they should also be active readers. In a book entitled, How to Read a Book, Mortimer Adler lists many characteristics of good readers. On active reading, Adler claims that “since any sort of reading is an activity, all reading to some degree must be active. Completely passive reading is impossible; we cannot read with our eyes immobilized and our minds asleep…the more active the reading the better” (5).

In today's society a plethora of information is immediately available at the touch of a button, and long gone are the days of careful hours spent scouring through a library for information. In "How to Read a Book" author Mortimer Adler points out that this ease of access to information has turned the masses into inattentive readers. In the first chapter, "The Activity and Art of Reading" Adler distinguishes between different types of reading such as active vs. inactive reading and goals that should be associated with reading such as reading for information and reading for understanding. In the latter chapter he goes on to point out how to be a successful and demanding reader through critical reading and asking oneself questions about the text.

Reading takes patience, focus, and a will to read. If you truly want to read, time will fly and so will your mind. If you don’t want to read, then hours will become days and minutes will be hours. Many people suggest that reading will take away how little time they have for themselves, but what they don’t understand that it's worth it. In Forbes, an article argues that reading brings you to new ideologies that can affect the way that you live. “

Reading actively is important because it helps remembering what was read in the text, helps adopt other writer’s strategies, and helps to understand how to convey, persuade, and show information. According to Mortimer J. Adler in How to Mark a Book it is important to write down notes in the margins of the text, which is a way to read actively. By writing down notes, it makes it much easier to remember what was happening in the text. Taking notes may seem like a hassle, but in the long run it makes it much easier to comprehend difficult text. The reader is forced to stop and write down important information which helps them remember it more clearly. Mortimer J. Adler also says that actively reading keeps one engaged in the text because they

Reading can expand the human mind and open the doors of creativity. Reading allows people to go into another dimension, but that is starting to fade, according to Brian Sztabnik in the article, Igniting a passion for Reading. He is a retired English teacher who discussed his teaching techniques. He spoke about the repetitive teaching methods he used while reading a book. "I have taught English on the secondary level for the past 12 years, and for many of those years I taught books only one way: I would hand out a set of novels, and study guides to go along with them"(Igniting a Passion for Reading). He claimed that his methods did not help his students gain a passion for reading, for they only retained the knowledge until it was no longer needed.

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

Intensive reading requires more efforts and time than the other two types of reading techniques i.e. skimming and scanning. trough this techniques even the language learners can learn new vocabulary by deducting the meaning of word given in context .it even helps us to retain the information with us for a long time even the purpose for reading should be clear in your mind before you go for the intensive reading.

Extensive reading is a reading strategy that read longer texts for global understanding. This study was assessed the culture of extensive readers and the difference between extensive and non extensive readers speaking fluency. Additionally, assessed that students who read extensively could speak fluently and the role of extensive in developing speaking skill was well assessed. The study was delimited on third year English language and literature student of Wolaita Sodo University. The researcher also used purposive sampling by non- probably sampling technique due to the number of subjects were 52. To gathered information researcher used questionnaire for students and interview for teachers and analyzed qualitatively and quantitatively through table and percentage. Based on the data gathered through questionnaire and interview the culture of extensive readers and main role as well as level of importance of extensive reading in developing speaking skill was identified. Through the research finding, extensive reading has significant impact to develop speaking skill and students who read extensively have better vocabulary ability than others and this situation help them to speak their idea freely. Researcher conclude that extensive reading major role to learners and the mode of teaching speaking is more use full to students thought reading as a means of facilitating them about the acquisition of English language and recommend that most student considered them as responsive only

There is then the serious reading undertaken for research and for satisfying one's longing for knowledge. It may be a subject of scientific significance, or a subject of historic or philosophic importance - varying according to the taste of the person. This kind of reading disciplines the mind and trains one for critical and original thinking. There is yet another kind of reading -reading for pleasure. Though serious reading is also a source of pleasure, reading which is devoted mainly to it differs in one respect. It grows upon one, it gives before demanding and it soothes and relieves tension and loneliness. The only kind of reading which neither stimulates thought nor provides knowledge is one which is approached negatively, with the simple motive of escape and of "killing" time.