Rodriguez (2007) and Mikulecky (2011) are intensive advocates of the effectiveness of extensive reading. As Mikulecky describes, extensive reading involves reading large amounts of texts outside the class. The objective is to get students to enjoy them and develop a long-term desire to read. Because reading should be a pleasurable activity, capturing the students’ interest is key. Students should choose their books, and these should be at a level appropriate to their reading ability. The focus of attention is on the meaning and not on the form.
Both Rodriguez and Mikulecky agree on the multifold gains of extensive reading. They both agree that students improve their reading comprehension and fluency, in addition to their writing, vocabulary …show more content…
Mikulecky, however, is more in favor of offering both fiction and non-fiction books. While Rodriguez and Mikulecky address the informality and conversational format of the extensive reading process. Rodriguez (2007) emphasizes to a greater degree the importance of a stress-free atmosphere outside the classroom in which learners feel at ease and are not afraid of participating. Mikulecky, by contrast, appears to support a more formal teacher-led approach in which students may engage in one-on-one book conversations with the teacher both in and outside the classroom. Peer conferences can be introduced after two or three book conferences with the teacher, and both facilitators and the audience are carefully trained beforehand to present and respond to, and elaborate questions. Finally, students are periodically evaluated through short book presentations and book response forms. Rodriguez, by contrast, remains an observer at all times. He trains the facilitators with basic reading techniques and meets with the once or twice a month for questions or feedback, but delegates all the responsibility of the extensive reading process to the …show more content…
When extensive reading is conducted in class, some students may feel as if they were “doing nothing” in class. Spending time in the classroom on extensive reading is important, especially in the initial stages of the program. Students need support in choosing their reading level, and teachers should model reading. If students have a model to follow and rely on, they may be more motivated and disciplined. Additionally, teachers should not assume they are reading at home; students might view extensive reading as homework. In order for students to value reading and commit their personal time to reading, they must see that the teacher is willing to commit his or her class time to it. Also, the teacher will need to reinforce the reasons and purposes for taking an active part in extensive reading. Proper attention to the assessment methods must also be