Systematic integration of extensive reading in the curriculum: Strategies and resources

Abstract

Intensive reading and extensive reading (ER) are two activities that have distinct purposes and require different instructional setups. Whereas intensive reading focuses on reading skills that enable students to deconstruct text in order to find the main idea, supporting details, and discrete information, ER allows students to read for pleasure with minimal mental effort. The ultimate goal of ER is for students to read for enjoyment as many texts as possible in the second/foreign language. To achieve this goal, the readings must be enjoyable and easy to read. As a consequence of ER, students build reading speed and fluency and get exposed to contextualized vocabulary and grammar. Nonetheless, achieving a balanced reading experience by incorporating opportunities for both intensive reading and ER in the curriculum can be a challenge. Because more attention is typically given to intensive reading in reading instruction, ER is often compromised. Given the great gains and rewards of ER, how can this type of reading be systematically incorporated in reading instruction? In this article, the authors present practical strategies and resources for a more systematic integration of ER based on the principles of extensive reading (Day & Bamford, 2002).