Doing Extensive Reading with Teens and Adults – Practical Tips

Dr Rob Waring

Reading at the right level

A poor reader often …

• gets bogged down with lots of words• skips back often to re-read things• loses the flow of the text• loses understanding of the key points but continues

anyway hoping comprehension will return• dislikes reading or has had bad reading experiences

A Typical Reading Text

If the book is too difficult….

Tip 0: Help them READ

• Lots of reading - a wide variety of materials• Easy interesting materials• Re-reading is ok, reading to them aloud is ok• Read for general understanding not to learn language• Train them to ignore unknown words and go back only if

communication breaks down• Train them to expand their comfort zone• Set goals• Make a relaxed atmosphere so they enjoy the reading• Flexible approach

Tip 1: Build Fluency

• It helps students to move from the word-by-word level of reading to the ‘idea-level’ of reading

• It helps build eye-span so students see more text in one eye movement and thus can process more text

• It allows us to save time for other things

Fluency vs. Fluent

A fluent speaker (reader, writer, listener) can process the language automatically, smoothly, and without much effort.Fluency (in ELT) often refers to the development of the skill to become fluent in it (i.e. fluency practice). This often done by:

- speed reading / writing activities- speed word / sentence recognition activities- using graded readers / graded listening materials- pronunciation repetition- etc.

Someone can be fluent but not accurateOur challenge is to help them become fluent and accurate

Principles of speed reading

• Speed reading is only one part of developing the reading skill

• The focus should be speed, not to other things (e.g. trying to learn new vocabulary).

• The reading should be easy - very few unknown vocabulary.

• Comprehension should be tested, or reading quickly without understanding is pointless. – general understanding rather than detailed knowledge– not important to get all the questions right– should aim for 70-80% when doing speed reading.

Speed reading methods• Read a given text once and record the speed. Keep measuring

speed over time.• Re-read a passage 10/15/20% faster.• Read for (say) 5 minutes. Mark the spot on the page. Re-read

from the start and try to beat the previous mark.• Skip information that may not be relevant. Scan ahead to find

things that may not need reading.• Card speed reading. Put a piece of paper or card across the page

above where you are reading and drag it down as you move down the page. This prevents re-reading.

• Hop reading. Scan a block of text, then skip to the next block of text and scan that.

• Ask someone to move their finger down the page slightly ahead of where you are. Aim to follow the finger.

Speed reading tips

• Put the reading in the center of your line of vision not at an angle.• Raise your speed slow till you still feel comfortable – like learning to

drive faster.• Remember that when you practice speed reading, your aim is to read

faster, not to enjoy the reading. Focus clearly on building speed while retaining comprehension.

• Scan ahead before reading, look at the cover, headings, photos, glossaries, table of contents and key sentences to help set the context.

• In some texts the beginning and ending sentences often carry to most important messages so read those a little slower than the middle.

• Don’t assume that you can read all types of reading at the same speed. School texts books should probably be read more slowly and carefully – as with legal documents.

Principles of speed reading II

• Reading should be timed accurately. The score should also be kept.• Students should not use their fingers or pens to trace words as this

encourages slow word-by-word reading. • An aim is to build reading confidence. So teacher encouragement and

feedback is important. Students should not expect instant gains in speed.• Setting reading speed goals and keeping reading speed scores can help

focus the learners.• A little often is better than a lot infrequently. The skill should be built

continually.• Speed reading should be isolated from other activities so the focus is clear.• Don’t read aloud. Try not to read aloud in your head (sub-vocalization). It

slows reading to the speed you can talk.• Don’t try to build reading speed too quickly. Some studies have shown

long term negative effects.

resources

Speed Reading Panel

Tip 2: Bring their world into the classroom

• Select texts they want to read• Give a questionnaire to find out what they like• Much easier to find interesting materials• But … ensure it’s the right level for them• Find things other than graded readers

– Magazines, brochures, comics, TV guides, manuals, newspapers

Tip 2: Bring their world into the classroom II

Build your own library1. They find something they want to read2. They translate any words or phrases they don’t know on

the article3. They bring it to class and explain the text4. The partner reads the texts and translates anything they

don’t know5. All texts go into a box – students choose 2 to read at

home6. Repeat every week

Tip 3: Add a challenge

• Reading races and competitions, • Gamification – use of game-like features– Stars, buttons, points, – Competitive tasks– Leader boards

• Set high reading goals– Speed– Amount– A little outside their comfort zone

Tip 4: Re-work the story

• A famous play (or scene) can be acted• Students write a synopsis for a sequel or pre-quel• They re-tell a story with the same basic plot but with

different settings, characters etc.• They make a ‘decision tree’ story– Atama-ii books– Choose your own adventure

Tip 5: Make it aural

• Let them listen to the texts• Make it into a serial• Copy the images only. Students order the pictures• Read, listen, read, listen• Podcasts, online listening• Give them a different goal each time– Let them find errors– Listen for background sounds, tone, voice– Listen and compare understanding after a chapter

Tip 6: Get out of their way• Often we teach or interfere too much• The more we leave them alone, the more they will

learn• Focus on the LOOOOONG goal • The main focus should be to create life-long readers• Don’t worry about this week’s wins and losses• Don’t do anything that will hurt reading confidence,

motivation and self-esteem as a reader

Tip 7: Make extensions

• They research one aspect of the story e.g. farm life in 19th century England and make a presentation about it

• Students read a famous classic story and research the author and the history behind the story and why it is famous

• Make a profile of the characters – clothes, habits etc. and they think of someone like that

Tip 8: Read and compare

• Students read different version of a popular book like Jane Eyre, Frankenstein and see how they differ

• Compare the book and the movie• Students review several stories from the same

period, genre and compare

Tip 9: Create communities

• Reading Circles – make groups of 4-5 and assign different roles to each one.– Culture collector– Word hunter– Story summarizer– Discussion director and captain– Back to reality director

More ideas here.http://www.litcircles.org/Overview/overview.html

Tip 9: Create communities

• Buddy Reading• Allow students to write comments or leave faces

in the books after they read• Students help build a reading lounge or library with

displays• Let them choose the books for the library

Tip 10: Motivating reluctant readers

Reluctant readers :• often have issues with self-esteem• often attribute their difficulties to external factors

- too much noise, poor vision, unfairness, text too small etc.

• rarely acknowledge their lack of ability• often have a sense of helplessness• often have been frustrated for years and have

become skilled evaders and hiders who act up to avoid reading

Tip 10: Motivating reluctant readers

When working with reluctant readers teachers should:-prepare structures lessons – class readers-allow less freedom as perceived complexity can confuse-cover less content – don’t make it feel like ‘study’-more rewards for effort-continuously reward achievement-create an environment for them to meet their achievable

goals-make the reading relevant to them so they can engage-allow them to choose shorter achievable texts-acknowledge their resistance-discuss with them why they are being asked to read-assign partners to guide them – help them to share-focus on building a culture of success not failure-not punish failure

Tip 10: Motivating reluctant readers

• Connect the story to them in some way• Maybe they prefer listening?• Find the reason why. Busy? Reading problems?• Have a scavenger hunt for information• Create your own story• Make reading a reward not a punishment• Sit with them as the read to find out their reading

problems • Read what they are reading• Get them hooked on a series not a book• Let them give book talks

We want YOUR ideas too….

Thanks for your time

www.robwaring.org/presentations/