Teacher's Role During an Extensive Reading Program

Abstract

Abstract This thesis is based on a rapid review of previous studies on Extensive reading (ER), reading a lot of books at a level where the reader can understand 80-90% of the words on a given page. The studies were done with students between the ages of 10-16 years in English as a foreign language (EFL) classrooms. The research questions aimed to find out what the teacher’s role is during an ER program and how an ER program affects the English competence of a student in the EFL classroom. Seven studies were discussed in this rapid review. The studies reported different methods of running an ER program either by use of digital resources or by using regular books and inschool libraries. The results from the study primarily focused on the reading comprehenion and the attitudes of the students along with any notes from the teachers and student interviews. The data was gathered both from the methodology and from results section of the studies and was discussed with a focus on the teacher’s role during the ER program and what the effect of an ER program was on a student in the EFL classroom. To answer these questions notes on what the teacher did in preparation for the ER program and during and after reading sessions. Mentions of the students attitudes towards other activities during the ER program were also considered. The study also looked at reading comprehension data from the results and the use of reading strategies that was observed in the studies. The results from the study show that the teacher has 5 primary roles in an ER program. These are that the teacher needs to prepare the students both with strategies for reading and for choosing a book that is of a suitable level. The teacher should act as a role model by engaging with the reading instead of just being an observer. The teacher should help keep the students motivated by providing them with activities that allow the students to interact with the other students in the class without interrupting the students that are particularly enjoying the reading. The teacher should provide the students with a sufficient selection of reading material that lets the students read engaging texts that are written at the appropriate level for the students English competence. The teacher should provide time for reading. This is time that is set aside just for reading in an environment where the students are not being interrupted. This should be worked into the course curriculum rather than trying to work around it. The data from the studies show that the students develop their reading comprehension through and ER program and that their attitudes towards reading improve. It also shows that the students that are receiving instruction on reading strategies are actively using these while reading. Consequently, the study concludes that an ER program fits into the course curriculum of the LK20 and work towards several of the competence aims after year 7 and 10

Abstract This thesis is based on a rapid review of previous studies on Extensive reading (ER), reading a lot of books at a level where the reader can understand 80-90% of the words on a given page. The studies were done with students between the ages of 10-16 years in English as a foreign language (EFL) classrooms. The research questions aimed to find out what the teacher’s role is during an ER program and how an ER program affects the English competence of a student in the EFL classroom. Seven studies were discussed in this rapid review. The studies reported different methods of running an ER program either by use of digital resources or by using regular books and inschool libraries. The results from the study primarily focused on the reading comprehenion and the attitudes of the students along with any notes from the teachers and student interviews. The data was gathered both from the methodology and from results section of the studies and was discussed with a focus on the teacher’s role during the ER program and what the effect of an ER program was on a student in the EFL classroom. To answer these questions notes on what the teacher did in preparation for the ER program and during and after reading sessions. Mentions of the students attitudes towards other activities during the ER program were also considered. The study also looked at reading comprehension data from the results and the use of reading strategies that was observed in the studies. The results from the study show that the teacher has 5 primary roles in an ER program. These are that the teacher needs to prepare the students both with strategies for reading and for choosing a book that is of a suitable level. The teacher should act as a role model by engaging with the reading instead of just being an observer. The teacher should help keep the students motivated by providing them with activities that allow the students to interact with the other students in the class without interrupting the students that are particularly enjoying the reading. The teacher should provide the students with a sufficient selection of reading material that lets the students read engaging texts that are written at the appropriate level for the students English competence. The teacher should provide time for reading. This is time that is set aside just for reading in an environment where the students are not being interrupted. This should be worked into the course curriculum rather than trying to work around it. The data from the studies show that the students develop their reading comprehension through and ER program and that their attitudes towards reading improve. It also shows that the students that are receiving instruction on reading strategies are actively using these while reading. Consequently, the study concludes that an ER program fits into the course curriculum of the LK20 and work towards several of the competence aims after year 7 and 10