Rob Waring

The aim of graded reading To recycle important and useful words and grammar time and time and time again to aid acquisition To provide massive fluent reading practice To build reading speed To be enjoyable – so they read more To build depth of knowledge To consolidate and strengthen partly known language

Summary Course books and graded readers are two sides of the same coin – they help each other Graded reading should be integrated into our courses. It should not be an option. Choose books at the right level for your students (so they can read fluently with high levels of understanding and without a dictionary) Students need to learn to listen fluently too.

Some objections Nice idea but I have no time in my course. -> If you don’t have graded reading where will your students get the massive exposure they need? -> How else will they get the ‘sense of language’ they need? We don’t have the money for this. -> Ask your schools to reallocate funds so this reading is done; ask for donations; get some free samples etc. We have to go through our set curriculum. -> Speak with your course designers to build in graded reading. Re-allocate resources and re-set class hours We have to prepare the students for tests. -> Research shows students perform better on tests if they have a general sense of language, not a deconstructed ‘bitty’ one.

Why people don’t do ER Teacher belief / mindset Childish / not serious books / too easy I teach and if I do ER I’m not teaching They should read authentic materials I have to teach for the test Responses Choose books are at the student’s fluent reading level ‘intermediate’ learners can’t read intermediate graded readers ER = LEARNING our job is to help people learn not to ‘teach’ Native materials are too hard, demotivating, inappropriate Research suggests students learn better from more holistic learning

Why people don’t do ER II Teachers think they know what ER is, but don’t Intensive readingExtensive reading Language focusWhy?Fluency meaning focus. ‘real reading’ Very littleAmount?A book at week at their level HardDifficulty?Easy – so they can read fluently TeacherWho selects?Student Text booksWhat?Materials at fluency level In classWhere?In class at first, then home reading With exercisesComprehension check? Not always necessary as students choose a book they can already read

Why people don’t do ER III No space in the curriculum No one to ask how to do it Don’t know what is available Don’t know how to assess the reading Don’t know how to choose materials correctly No money / resources

Why do ER programs fail? ER is optional. If it’s optional: students will opt out. the message is ‘do the reading if you have time, it’s not as important as other things’. the administrators don’t see it as valuable it becomes a target to be cut out completely ER should be REQUIRED. Requiring ER means: the teachers value this reading, so we want you to do it. it’s part of the full course work – and you’ll be graded on it. the students see it as ‘natural’ not an ‘option’

Why do ER programs fail? II Curriculum changes Change to ‘test’ / speaking / CLT ….. focus ER enthusiast leaves the school Inappropriate materials Too difficult Age inappropriate Books don’t get replaced when lost Starting badly Too fast, Too high, Too much to read too soon Students don’t understand why they need ER

Promoting / adopting ER Work within the system – don’t expect miracles Understand where teachers are coming from What is at stake for them / what would prevent them from adopting ER? Solve those problems first. Demonstrate with an intensive reading book to show the difference Show a simple chart of ER / IR If they think they know ER, then used the term ‘graded reading’

Promoting / adopting ER II The websites Show the GR catalogues Set personal targets for Your own school Mentoring other institutions Giving your own presentations / workshops Finding information that may unblock roads for others Conduct your own research