The Benefits of Graded Reading
DOI:
https://doi.org/10.23918/ijsses.v3i4p177Keywords:
Extensive Reading, Graded Readers, language ProficiencyAbstract
Doing large amounts of extensive reading at suitable levels of understanding is a productive tool to increase reading rate, vocabulary, motivation, attitude and general language proficiency. The amount of vocabulary and grammar learners has determines their language proficiency. Extensive reading enables learners to attain competencies in language skills. Graded readers are essential materials for doing extensive reading. They are particularly designed to enable learners practice reading skills and provide an opportunity to reinforce known vocabulary. Through multiple exposures learners become familiar with grammatical structures and vocabulary. Moreover, learners experience how they function in texts and they are motivated to use the vocabulary and structures they have learnt in their communication. Graded readers motivate learners, help them gain reading fluency, enhance their vocabulary and grammar knowledge development. This article defines extensive reading, emphasizes its contributions to language proficiency development and finally stresses out the role of grader readers in language learning.
References
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1. Retrieved October 28, 2006, from https://readingmatrix.com/archives/archives_vol1_no1.html
Cho, K., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662–667.
Elley, W. B., (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41
Elley, W. B., & Mangubhai, F. (1981). The impact of a book flood in Fiji primary schools. Wellington: New Zealand Council for Educational Research.
Hill, D. (2008). Graded readers in English. ELT Journal, 62 (2), 184-204.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61, 355–382.
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70-91.
Kusanagi, Y. (2004). The class report 2: Course evaluation of Pleasure Reading Course. The Journal of Rikkyo University Language Center, 11, 29–42.
Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 20(4). 763-768.
Nation, P. & Ming-Tzu, K.W. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 355-379.
Sheu, S. P.-H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter, 36, 8–26.
Takase, A. (2003). The effects of extensive reading on the motivation of Japanese high school students. Unpublished doctoral dissertation. Temple University, Japan.
Tsang, W. (1996). Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17 (2), 627-642.
Waring, R. & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15, 130-163.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational StudiesInternational Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)