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

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Title: Systematic integration of extensive reading in the curriculum: Strategies and resources.
Authors: Elturki, Eman1, Harmon, Emily1
Source: TESOL Journal. Sep2020, Vol. 11 Issue 3, p1-12. 12p.
Subject Terms: *Intensive reading, *Fluency (Language learning), *Student engagement, *Vocabulary, *English as a foreign language
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). [ABSTRACT FROM AUTHOR]
Copyright of TESOL Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Systematic integration of extensive reading in the curriculum: Strategies and resources.
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  Data: <searchLink fieldCode="JN" term="%22TESOL+Journal%22">TESOL Journal</searchLink>. Sep2020, Vol. 11 Issue 3, p1-12. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Intensive+reading%22">Intensive reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink>
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  Data: 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). [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of TESOL Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=145384537
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        Value: 10.1002/tesj.517
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        Text: English
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        Type: general
      – SubjectFull: Fluency (Language learning)
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      – SubjectFull: Student engagement
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      – SubjectFull: Vocabulary
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      – SubjectFull: English as a foreign language
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              Text: Sep2020
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