Research into extensive reading (ER) has provided evidence of gains in fluency, vocabulary development, and improved motivation. However, since reading literacy is such a complex phenomenon, what about the performance gaps for our learners that go unaddressed with basic ER principles? This presentation briefly covers a four-stage framework for diagnosing foreign language reading skills (Alderson et al., 2015) — observation, initial assessment, hypothesis testing, decision making and feedback. The session then highlights three fundamental underpinnings—the science of how we read, individual differences, and bottom-up reading processes. With a greater understanding of these three, teachers can identify learner strengths and weaknesses to better support them in their reading challenges and development. Online links and various diagnostic tools will be shared and trialed for practical, ‘learning by doing’ in experiential learning. Participants should take away a broader sense of issues their learners may face with reading and resources to implement following diagnoses.

When an author writes a book, they create a new and unique world. Readers can enter that world, but they don’t typically have the opportunity to interact with its creator. With the aim of increasing students’ motivation to read, a series of events called Talk to an Author was organized. In each event, a specially invited author gave a short presentation about a book they wrote, including their motivation for writing it. Students attending, who had previously read the book on the Xreading website, were then given the opportunity to share their feeling about the book and ask questions directly to the author. In this session, the presenters will discuss the first two Talk to an Author events, including their experience organizing the events, feedback from both the students and authors, and finally their plans for future events.

Join the breakout room to ask and answer questions. Please watch the video before joining the session. The presenter will be available to take questions about any of the topics brought up in the video. Participants will also have chances to add their own idea.

“Reading for fun” isn’t a common practice for high school graduates in Palestine, where interest in reading typically centers on high school exam results. How might ER improve students’ attitudes about reading and shape their identity as readers? Over one semester, to supplement intensive reading from an instructor, students at an intensive English program practiced in-class speed reading (Nation, 2020) and regular self-guided ER through the Oxford Bookworms series, as well as free digital ER resources (Newsela, Ello, and English Through Story). Results suggest that consistent ER routines may have changed students’ perceptions about reading, heightened their awareness of their own progress, and stronger self-identity as “readers.” This is remarkable given a setting where unpredictable interruptions are the norm. This session and discussion will give the results of a reading inventory survey, lessons learned, tips for implementing ER, and its proposed expansion beyond the setting. The audience will contribute valuable feedback!

Geoff teaches English through the format of book clubs. How does he help to engage students in the choice of book? How does he help the setting, author and characters come alive? How can we create a programme structure that leads to inspired and motivated readers? Geoff will show how he provides an engaging and motivating start to a course by going outside the text to look at location and setting, the author’s background, and cultural or historical aspects to bring the text to life. He will show numerous practical examples of how he does this such as using Google Earth for location setting; using author interviews or movie clips; biographies, and of course the book itself. This session is aimed at teachers looking for ideas to ensure a motivating start to an extensive reading programme.

Despite growing attention to the use of extensive reading (ER) in ESL teaching, little focus has been placed on adult community learners and their instructors. This presentation reports on the findings of a small qualitative case study conducted at an adult ESL community outreach program linked to the TESOL MA practicum course. The study examines student teachers’ (STs’) (N=13) perceived experiences of using ER in instruction and community members’ (N=16) perceived usefulness of engaging in ER. Responses to selected questions in an end-of-the-program reflection and survey for STs and community members, respectively, were coded and analyzed for common topics. Most of the STs were able to integrate ER into instruction, but their perceptions of the experience were impacted by the learners’ responses to the reading. Most of the learners engaged in reading outside the class and they reported that ER helped them improve their English language abilities, specifically vocabulary.

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