Page 103 - Teaching English at Primary Level: From Theory into the Classroom

Reading

Extensive Reading Programmes
There are many reading programmes that can be used at schools to develop
reading. A simple programme can include a reading corner in the classroom
with books, children’s encyclopaedias and dictionaries, magazines, comics
etc. Learners can read during breaks or search for unknown words in the dic-
tionaries and thus become more autonomous in their learning.
Krashen (2004) coined different terms for school-based programmes of ex-
tensive reading. Some of them are called silent reading, reading for pleasure,
SSR (Sustained silent reading) or free voluntary reading. Some schools have
created their own catchy names of the programme, e.g. DEAR (Drop Every-
thing and Read). Despite different names, their structure is the same – pupils
read silently during an assigned time at school. The programme can take
place every day, once or twice a week, etc. Day and Bamford (2002, pp. 137–
139) established the following guidelines for such programmes:

• The reading material is easy.
• Learners have a variety of reading material and topics available.
• Learners can choose what they want to read.
• Learners read as much as possible.
• The purpose of reading is related to pleasure, information or general
understanding.
• Reading is its own reward.
• Reading speed is fast.
• Reading is individual and silent.
• Teacher guides the students.
• The teacher is a role model of a reader.

The main aim of extensive reading programmes is to immerse learners in
reading as Krashen’s research (2004) showed that students with more access
to reading in school scored significantly better on reading comprehension
tests than their peers who did not have access to in-school self-selected read-
ing. These students also outdid their peers in vocabulary knowledge and
overall academic achievement (Krashen, 2004). Some authors also claim that
silent reading should not be followed by reading comprehension tasks as is
sometimes the norm in developing reading skills at school. Some booklovers
even jokingly claim they would stop reading books if they had to answer a
set of comprehension questions after reading each book.
In Slovenia, several teachers are trying to introduce extensive reading pro-
grammes into their teaching either by dedicating a lesson to silent reading

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