ten principles for an extensive reading approach to teaching reading

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This article puts forward ten principles for an extensive reading approach to teaching reading. They deal with the nature of extensive reading and the conditions and methodology necessary for its success. In the interests of professional development, the authors encourage teachers to use the principles as a tool to examine their beliefs about reading

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Reading in a Foreign LanguageVolume 14, Number 2, October 2002 ISSN 1539-0578Top Ten Principles for Teaching Extensive Reading1Richard Day University of Hawai`i at ManoaandJulian Bamford Bunkyo UniversityAbstractThis article puts forward ten principles for an extensive reading approach to teaching reading. They deal with the nature of extensive reading and the conditions and methodology necessary for its success. In the interests of professional development, the authors encourage teachers to use the principles as a tool to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach reading.keywords: extensive reading, principles, teaching reading, professional development, teacher beliefsIn an article published in 1986, Ray Williams discussed his top ten principles for teaching foreign language reading. He used his top ten to begin his reading seminars by asking participants to evaluate them and add new ones. His purpose, Williams wrote, was to get teachers to examine their own beliefs. The article had its desired impact on us. Now, years later, they remain as stimulating as when we first read them. Consider, for example, his first two principles: In the absence of interesting texts, very little is possible. The primary activity of a reading lesson should be learners reading texts--not listening to the teacher, not reading comprehension questions, not writing answers to comprehension questions, not dis

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