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 People in ER

Home What is ER? How to do ER ER Glossary ER Scale Graded Readers ER articles Online reading People in ER ER Links

Only people who've asked to be added have been added here. If you wish to be added to this list, please contact Rob Waring on  waring_robert (at) yahoo.com

Here is a list of some Graded reader Authors.

 

 

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Ashwell, Tim

tashwell(at)komazawa-u.ac.jppo

Komazawa Junior College,

Komazawa 1-23-1,

Setagaya-ku,

Tokyo, 154-8525.

Japan

Why do ER?

Because it seems like an excellent way to get students into the habit of reading a foreign language. Other approaches teach students how to read, but don't actually give them much practice in doing it. Extensive reading gives students a chance to practise reading at a level of difficulty they can cope with.

I have been running an ER program here for nearly two years. Two of my reading classes (about 50 students) are involved. We have about 400 graded readers: some which I take to class and some in the university library. I'm trying to introduce newspapers into the classes now.

Has published "Extensive Reading at Komazawa Junior College" , Journal of Komazawa Junior College, No. 27, March 1999. Has also compiled a Japanese Orientation Booklet (attached as an Appendix to the above article)

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Bamford, Julian

bamford(at)shonan.bunkyo.ac.jp

Bunkyo University,

1100 Namegaya,

Chigasaki-shi,

Kanagawa-ken

253-8550,

Japan

Why do ER?

Because it's an apparently effective supplement to the English language teaching I do, and students tend to enjoy it. I'm interested in ER's impact on language acquisition including vocabulary building, L2 reading ability, and student affect. I'm also interested in how texts are written and adapted for language learners.

 

ER program?

I have set up two libraries at my university: one in the school library, and one which I oversee in the foreign language center. Each has just over 300 different graded readers, organized into EPER difficulty levels. Apart from requiring my (now 3) seminar students to read two books a week, they are voluntary self-access libraries. Today, 35 books are checked out in the language center, mostly at the lower levels. I often advise students on how to approach reading (e.g. start with easy books; no dictionaries) and recommend good books to them. See Annotated bibliography on the website for major ones.

Notes

Research Bamford 1984 collected Japanese secondary learners' reactions to specific graded readers (i.e. how popular each title was or wasn't), and presented the results. It also presented the result of research into the relative difficulty level of different publishers' graded reader series, so that any graded readers could be placed within a six-level library. It also examined some aspects of the writing of graded readers, specifically examples of unsuccessful writing.

Class materials: I wrote a superb graded reader "The Man Who Didn't Die." Unfortunately, most students find it risible and/or hard to understand. It was sent to Longman and Heinemann. Neither replied. . .

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Barfield, Andy

andyb(at)sakura.cc.tsukuba.ac.jp

Foreign Language Center University of Tsukuba

Tennodai 1-1-1 Tsukuba-shi

Ibaraki-ken 305-0006

JAPAN

Tel: 0298-53-5727 (W)

Why do ER?

To find better and effective ways for students to enjoy reading and learning through English, where they make more and more of the choices and decisions about what they read and how they read; where they are also guided to reflect on their learning and to set specific goals for themselves, and can make intelligent decisions about how to reach those goals.

ER program?

First-year non-English major students. Class size between 30 and 40. Reading course: Oxford Bookworms Stages 3 through 6 mainly, plus a library of Usborne content-based materials. Also adapting UK-derived GCSE content-based material for two classes in particular - Medical Science and Sports Science.

Publications. Yes. One is up on the website. The other is listed in the ER bibliography. Research: Qualitative. Looking at student perceptions of their reading, their habits and reading difficulties. The two papers mentioned above go into more detail. Basically, their reading and vocabulary needs difficulties shift according to text and task type; from that various strategic skills can be identified and prioritised.

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Brown, Ronan

ronan(at)seinan-gu.ac.jp

Fukuoka, Japan

Why do ER?

On my reading skills, and conversation courses I run an ER program using graded readers to complement the classwork. It is quite popular with the students, though I have to refine it as I go. Next year, I hope to write a descriptive paper on the program, its benefits and the mechanics of its implementation.

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Callahan, John 

clearlight(at)clear.net.nz

I am seeking to extend this work to serve the needs of English language schools and adult with literacy needs . I am looking for research info` and practical ways of putting together a varied .."authentic " library.

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Cirocki, Andy

acirocki(at)yahoo.co.uk

Gdansk University,
Department of English Language Teaching,
Ul. Wita Stwosza 55,
80-952 Gdansk,
Poland
 
Why do ER?
it promotes a positive attitude towards reading in EFL;
it affects receptive as well as productive skills;
it affects FL learners' (inter)cultural competence;
it contributes to vocabulary acquisition;
it improves FL learners' reading speed.
 
RESEARCH?
Length: 5 months (summer semester 2006/2007)

My research, a two-phase mixed methods study, converging quantitative and qualitative data, focused on the implementation of the ER approach to literature in the Polish educational context. The inquiry aimed to significantly improve reading instruction and FL competence among secondary school students. Additionally, the study endeavoured to establish guidelines for FL teachers who, striving to achieve success in their classrooms, are interested in introducing innovations into the context of English language teaching, as well.

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Clark, J. Edward


jclark45(at)chinleusd.k12.az.us


Public School
Navajo Nation

Why do I like extensive reading?

I love to read. I have been using extensive reading as
part of my teaching for years. My students enjoy the
opportunity to read books of their own choosing. I
enjoy it even more because it also gives me the chance
to read.

My program:

I am one of the ESL teachers at my school. Students
come to my class every other day for 85 minutes. The
first half-hour of my class is used for extensive
reading. Students are allowed to pick any book for
reading. I have books ranging from pre-primer to high
school. The librarian also has a well-stocked
selection of books for pleasure reading.

I have two requirements for extensive reading in my
class. The first is to have a reading log of in class
reading. The second is to spend some time reading. I
keep anecdotal records on student's engagement in the
act of reading. Sleeping, drawing, and talking are
some examples of activities that are recorded as
non-reading activities. Reading is also part of the
homework requirement for my class. Verification from a
parent is required for extensive reading at home. We
also have a RIFF grant that enables us to give books
to students. One of the most important rules for the
extensive reading program at our school is to give the
students time to find their way.

Literacy is not valued by the local Navajo culture and
many students come to my class unwilling to
participate in pleasure reading. By providing books,
time, encouragement, and modeling, I believe we are
making a difference.

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Cohen, Adrian

cohen(at)iwate-pu.ac.jp

 

Why do ER?

I used to use ER in my classes and hope to collect materials together to allow me to use it again in my new school.

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David Coulson

coulson(at)elle.nicol.ac.jp
 

Niigata Japan


I lead a seminar class in part of which I require students
to read 30 books over the year, as well as other reading exercises, all
for fluency. I'd like to share that experience on your site.
One useful activity I have in class is to use one Nation's 4-3-2
fluency speaking exercise in which students re-explain the stories read as
homework to each other increasingly quickly. I find that the richness of the
stories provides plenty to talk about. I also find this exercises provides an
avenue through which to help students' develop their sense of not only telling
stories chronologically ('and then he and then she and then they...')
but of ordering and emphasizing the parts they think are most important.
Students' attentional resources are heavily burdened with message production, so
their oral organizational, rhetorical and summary skills get developed in
this class.


 

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Cueto, Nicolas R

Takakura SHS

Yokota 1-1-56

Atsuta-ku

Nagoya 456-8577

Japan

Why do ER?

To improve students' sight-vocabulary, to provide added (somewhat) authentic input outside the classroom, to create a can-do atmosphere, and to make me feel satisfied as a teacher than I am indeed accomplishing something.

ER program?

No, but most likely yes (I now have teachers' and some admin approval, and half of the funds necessary). 57 JHS3 students, in a program based in large part on EPER's guide (class & library graded-readers, with EPER Starter Cards for low-level support), as well as ideas from Marc Helgesen's (page weighting, Japanese feedback) and Beniko Mason's (student handbook, in Japanese, explaining ER and the goals of our school's program).

Notes

I have also created/included CALL-ware support.

Has written a vocabulary-learning software based on the top 1200 GSL items and a CALL-ware based study described in Coady J et al 1993 'High frequency vocabulary and reading proficiency in ESL readers' in Huckin T, Haynes M & Coady J (eds.) Second language reading and vocabulary learning Ablex.

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Culligan, Brent

culligan(at)din.or.jp

Why do ER?

I will be coordinating the reading course at my school next year and I want to increase input so that the students will develop vocabulary knowledge and fluency in processing in English. Extensive reading also promotes learner autonomy.

ER program?

In a manner of speaking. We have a pleasure reading program that allows the students to select and read materials provided, including graded readers. However, the quantity of required reading is not sufficient to be classified as an extensive reading program.

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Do Huy Liem

Van Hanh Buddhism University
Saigon, Vietnam
I have been running some ER programs with my Vietnamese students. It is proved that ER is a good way to get my students into the habit of reading- by reading at their own pace the materials they think at their level. 
 
Also, my M.A. thesis topic is " Using Extensive reading to enhance students' perceptions of their reading ability". My Vietnamese subjects in this study showed improvement in different aspects of their reading ability, including reading faster, vocabulary gaining, and confidence when reading

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Donald, Steven

donald(at)n-junshin.ac.jp


Nagasaki Junshin Catholic University, Japan.

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Duffy, Caroline

Saint Michael's College, Vermont.

carolynduffy(at)gmavt.net

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Dupuy, Beatrice


bdupuy(at)lsu.edu

Department of French Studies
Louisiana State University
205 Prescott Hall
Baton Rouge, LA 70803
USA

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Dycus, David

dcdcyus(at)japan-net.ne.jp and dcdycus(at)asu.aasa.ac.jp

Aichi Shukutoku University

Aichi-ken,

Aichi-gun,

Nagakute-cho,

Ouaza,

Nagakute Aza,

Katahira 9 banke

Why ER?

I am interested in all aspects of reading, ER being one of them. I am also interested in vocabulary development materials and techniques, to which again ER is also relevant.

ER program?

No. I am interested in establishing a program in the future but have no immediate plans regarding this.

Notes

I am editor of the Foreign Language Literacy SIG's publication, Literacy Across Cultures (LAC). LAC is dedicated to issues of the teaching and learning of reading and writing in English as a foreign or second language. <http://www.aasa.ac.jp/~dcdycus>

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Eilertsen, Karen

karen.eilertsen(at)sit.edu

Tokyo Jogakkan Jr. College 1105 Tsuruma Machida-shi, Tokyo 194-0004 Phone: 0427-96-1145, ext. 212

Why do ER?

I'm convinced of it's effectiveness, and want to see how much can be done with it.

ER program?

Yes, for 95 students, using graded readers from the 4 main publishers. This incorporated into a course that also includes intensive reading, listening, and oral communication.

We gave pre tests to the students before starting the program, and plan to test at the end to measure the effectiveness of the program. The tests were on reading speed and reading level, and writing samples. We will also collect data on affective responses. We are also keeping track of student ratings of titles.

Notes I'm working on compiling ideas for using ER in the classroom, both with class sets and also with individually selected books.

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Emerenciano, Fabio

Emerenciano, Fábio
Teacher of English as a Foreign Language
www.professorfabio.oi.com.br
fabioteacher.com
Campina Grande-PB, Brazil

I'm  an English teacher from Brazil. Through the Extensive Reading website I came to the Extensive reading Contacts Database. I've been working with ELT for over 12 years and I have presented some papers about reading.

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Field, Mary Lee

Professor
Ibaraki University
Communication Studies
2-1-1 Bunkyo
Mito    310-8512    JAPAN

Office phone/fax:  029-228-8488

e-mail:   field(at)mito.ipc.ibaraki.ac.jp   (until April 1, 2002)
                maryleefield(at)earthlink.net (after April 1, 2002)



Why teach ER?
To become fluent readers in a second language, learners must give up their
'beginning language learner' behaviors.  They must become independent readers,
able to read for different purposes, able to change reading strategies for
different types of texts, and able to understand/think about the text in the
target language.  They need to develop background knowledge and learn
vocabulary in context.  Extensive Reading is the most efficient way to help
students change old habits and become confident second language readers.

Teaching
I am currently teaching two extensive reading classes at Ibaraki University:
one for second year undergraduate students and one for graduate students.  I'd
be happy to communicate with teachers who are considering setting up an
extensive reading program.

Research
My current work is on training Japanese teachers to understand, trust and
experiment with extensive reading in their classrooms.

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Fitzgibbon, Linda

linda9laugh(at)hotmail.com

Sookmyung Women's University

ICLE - Chungpa dong

Youngsan gu

Seoul

Korea 140-742

Why do ER?

I did am Master's thesis in reading and has always been interested in 'ways that it is taught'. When I attended the ER seminar, and heard about its simple yet powerful approach - I fell in love. I also really appreciated the research that demonstrated the effectiveness of ER.

ER program?

No, I really like to. I spoke to the Director who was less than enthusiastic - as she ( I think) saw only the outlay of money and potential problems and not the educational ramifications.

Notes

I undertook research in an international school in Macau, where the language of instruction was English and the students came from a variety of linguistic and cultural backgrounds. Within the school environment, I found various levels of 'discontinuity'. The conclusion was that to be successful instruction has to be continuous with 'cultural ways of knowing' of the home environments and that the teaching / learning materials have to be authentic and language rich.

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Fulmer, Patrick

pfulmer(at)gol.com

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Hill, David R. EPER

David.R.Hill(at)ed.ac.uk

EPER (Edinburgh Project on Extensive Reading) IALS (Institute for Applied language Studies) University of Edinburgh,21 Hill Place,Edinburgh,EH8 9DP

Log on pattern: Mondays and Thursdays http://www.ials.ed.ac.uk/epermenu.html

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Iwano, Midori T.

mrsiwano(at)aol.com

 

Why do ER?

Because my students enjoy reading graded books. I feel I'm meeting their needs. Nobody's sleeping in class. I have more chances to speak with students individually. My concern I sometimes feel guilty, because I enjoy myself so much in my reading class. I'm planning to have one from April, 2000.

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Jacobs, George

gmjacobs(at)pacific.net.sg

http://www.geocities.com/Athens/Thebes/1650/index.htm

Southeast Asia Ministers of Education Organization (SEAMEO)

Regional Language Centre (RELC)

30 Orange Grove Road

Singapore 258352

Republic of Singapore

Tel: 65-737-9044, ext. 608

Fax: 65-734-2753

Why do ER?

ER provides lots of comprehensible input in an enjoyable and stimulating way, which promotes autonomy and a life-long reading habit. I teach courses on the teaching of reading, and I always make ER a big part of these courses.

 

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Janopoulos, Michael

Michael.Janopoulos(at)uni.edu

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Kato, Kathleen

Suzuka International University

Suzuka Kokusai Daigaku
663-222 Koriyama-cho
Suzuka-shi, Mie-ken T510-0298
ph: 0593-72-2121
fax: 0593-72-2827

kathleen(at)suzuka-iu.ac.jp

Interest in ER: I have particular interest in ER as it pertains to
vocabulary acquisition, the use of an ER program to stimulate interest
in reading in the L2, and the use of L1 in an ER program.

ER Program:

I am currently running an ER program for low-level
university students. The course itself is a "Foreign Book Reading"
course with an open curriculum which is a required course for our 2nd
year students. I have one class of 10 students reading at levels
varying from a 300 word level to 1200 word level.

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Kealey, Bernie

2-10-18 Hananomiya-cho
Takamatsu-shi, Kagawa-ken
Japan 761-8063
bkealey2002@yahoo.com

Kagawa National College of Technology
Takamatsu City, Kagawa-en, Japan

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Krasienko, Nichole

nikkikrasi(at)yahoo.com

IFLS, Korea University

5 Ka-1,

Anam-dong,

Sungbuk-gu

Seoul,

KOREA, 136-701

Why do ER?

I find my students have much greater interest in reading when they are reading for pleasure at a lower level.

ER program?

No.

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John Paul Loucky     
Associate Professor
Seinan JoGakuin University

Home Fax/phone  094942-1804 in Japan

From Overseas: 01181- 94942-1804

 

Office phone/fax:  093-583-5748

e-mail:   loucky(at)seinan-jo.ac.jp
               
Why use ER?
To become fluent readers in a second language, learners need to become independent readers, learning to improve their vocabulary in context. Extensive Reading is one way to help them become more fluent and confident second language readers. Both teachers and students need to learn how to better recycle most essential common core vocabulary, gradually build up comprehension skills by both broader reading as well as narrow reading in their major fields. Finding a healthy balance between ER & IR, so-called 'lower level, bottom-up skills' and 'higher level top-down skills' are what is involved in the interactive processs of fluent reading. On the often long road to its attainment, mastering most high frequency vocabulary through the repeated encounters that ER can bring serves as a powerful key to unlocking both the pleasures of broader, free-reading for pleasure, as well as helping to provide the skills of being able to read more quickly with automatic recognition when searching to locate or summarize specific information either in print or online.

Teaching
have taught various reading classes, using print texts, graded readers, and online texts, both at graduate and undergraduate levels in Japan, and tested thousands of East Asian learners reading and vocabualry levels. For examples, freely access many of my articles, dissertation, references and recommendations at http://www.call4all.us/home/_all.php?fi=1. Served as presenter about online reading strategies and Editor of ER Forum for our SIG at JALT 2007.


Research
Measuring and improving both readability testing, the readability of both printed and digital texts, comparing various glossing, translation and reading text analysis engines and making these more readily available to teachers and students in journal articles and online via my WORLD CALL LANGUAGE LINKS LIBRARY – a Free/Open Source Language Education Resource Repository, located at www.CALL4ALL.us. This CALL/ESL/TESOL portal also has a

CALL and computer-mediated communication curriculum exchange page, CALL-IS Software Summary site, programs for analyzing the vocabulary of any text, and links to the Extensive Reading Foundation's excellent reference library, as well as to graded readers, some with audio files. Most useful and relevant to any reading teachers and researchers are programs, sites and articles found on its Page R – filled with hundreds of Reading Links; English Language Learning and over 20 Online Reading Labs, at: http://www.call4all.us/home/_all.php?fi=r

     CALL4ALL’s MISSION is to help improve Language Education in all areas, including: Serving as a Virtual Language Education Encyclopedia; Testing and improving CALL Collaboration Areas and Programs: Bilingual, Monolingual & Multilingual Glossing & Translation Programs, Text Analyzers and Readability Programs, Moodle Modules and Browser Add-ons to Enchance CALL; CALL Collaboration Tools, Instant Messaging, VoIP Tele-Conferencing Programs; Page Foto & File-sharing or Note-taking Programs; Web Presentation Tools and Services for Visual Communication;
Social Networking Programs, Podcasts and Video-Blogs; Webtools and Web Content Strategies.
How to improve the learning of vocabulary and reading of both print and digital texts, whether online or on portable devices, remains a central focus of my research.

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Mason, Beniko

benikomason(at)hotmail.com

International Buddhist University

3-2-1 Gakuenmae

Habikino

Osaka 583

Why do ER?

Because I believe it is one is the best ways to acquire a foreign language.

I have two programs at my school. Both programs are basically the same, but the requirement and the number of hours they spend in English is different.

ER program?

I have about 220 students in one program and 20 students in the other. I use graded readers mostly at the beginning. They are required to read about 1000 pages of graded readers a semester - about 1/2 million words a year. I have vocab tests and reading comprehension tests and cloze tests to evaluate my students' progress. We have about 4000 to 5000 books in the ER library. School provides fund for purchase of the graded readers every semester.

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Maxwell, Val

val(at)ruby.ocn.ne.jp

103 N.P. Jinguryo

132 Jingunishi

Miyazaki shi 880-0033

Japan

Why do ER?

Hugh Nicoll and I are using it at University. Previously I was an N.Z. primary school and College of Education lecturer and E.R. is a logical outcome of effective reading teaching in NZ schools.

Notes

I am currently researching ways of improving the efficacy of E.R. techniques with able readers. We use a modified E.R. program to teach our first year reading course. Modified as there are no support skills courses. Our current research has supported the efficacy of the approach and highlighted a number of problems that we are beginning to address. The approach is used in half our first year courses. The other teachers preferring a skills based program.

 

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McCormick-Inoko, Elizabeth

bethinoko(at)aol.com

phone: 0466-35-7200 (Japan)

 

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McGregor, Kenn

kennmcgregor(at)hotmail.com

The Discovery School,

Secheo-gu,

Seoul,

Korea

ER program?

We have reading programs, but as yet not an extensive reading program like the one you outlined at the conference.

 

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McQuillan, Jeff

mcquillan(at)asu.edu

Box 872011,

Tempe, AZ 85287

USA

Notes

He has published widely on ER. See the bibliography

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Messerklinger, Josef

messerklinger(at)yahoo.com

Niijima Women's Junior College

53 Showa-machi Takasaki City 370-0068 JAPAN

Why do ER?

Taught language arts at junior high school in thestates. Makes the most sense to me.

My ER program

39 students; an SRA kit, a class library with about 50 books mostly from Penguin readers Hinemann and Oxford, a skills book (Basic Reading Power by Longman); Students read and discuss books and keep a reading journal in which they record their reactions and their discussions with their classmates. My program is for very low level students who are otherwise unmotivated to study English. I think it's a lot easier to get them to read and then discuss (even though they talk in Japanese) than it is to get them to learn English through conversation.

Notes

Sort of. I've written up a paper on our my reading class which includes an ER program. It will be published this Fall in the school's journal. I will also give a presentation at the Gunma JALT meeting this August in Kusatsu.

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Morimoto, Yoko

yoko_m(at)d1.dion.ne.jp

1-9-1 Eifuku,

Suginami-ku,

Tokyo, 168-0064.

Japan

Why do ER?

Because it offers ss a chance to find real pleasure in reading in a foreign language, and at the same time it seems to help them improve their overall English proficiency efficiently which cannot be achieved by ordinary classroom instructions.

ER program?

In 2 elective English classes of 24 students each. Materials are graded and authentic books, newspapers, magazines, on-line news, and videos with closed captions. For more detailed information, please check the ER website.

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Nguyen Thai An
ngocbao(at)hcm.vnn.vn


Foreign Language Center
Vietnam National University
HoChiMinh City-Vietnam

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Powell, Steve

sjmacpowell(at)yahoo.co.uk
 

I work at Hijiyama High School in Hiroshima, where I'm in charge of an ER program that's really beginning to take off.

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Renandya, Willy

willyr(at)relc.org.sg

30 Orange Grove Road

Singapore 258352

Fax: 65-735-3327

 

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Rodrigo, Victoria

rodrigo(at)homer.forlang.lsu.edu

Foreign Language and Literatures

Louisiana State University

222 Prescott Hall Baton Rouge,

LA 70803.

USA

Ph # (504) 388-5176 (504) 388-6616

Fax (504) 388-5074

Why do ER?

ER is one of the best ways to promote literacy in l1 and l2. Er really helps l2 students in improving their language skills.

ER program?

I would say... A kind of. I coordinate the Spanish basic language program at my university. Students have to read three little novels each semester. The reading is extensive, for content. The size of the program is about 900-950 students. We used graded books.

Notes

Research the experimental group outperformed the control group in vocabularly and grammar. (no more details given)

Publications

1, son los estudiantes conscientes de los beneficios que les brinda la lectura? Reaccion de estudiantes de espanol intermedio. Hispania, vo. 80, may 1997, p. 255-264

2. Lectura personalizada: un medio eficaz para estimular la adquisicion del espanol en hablantes hispanos bilingues. International Reading Association. Lectua y vida. 1999. Vol 20, n1, p. 33-44

3. Linguistics gains in a Spanish extensive reading program. Paper submitted for publication.

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Rosszell, Rory

rory(at)hpo.net

4-9-18-1308 Kita Shinjuku

Shinjuku-ku,

Tokyo 169-0074

Japan

Why do ER?

As a source of input which increases learners' motivation and contact with the language, helps them to improve their reading skills, vocabulary knowledge, and general proficiency, and introduces them to good literature and stimulating ideas.

 

ER program?

I have set up a graded reader program for 6 intermediate and advanced classes (n=65). The materials consist of about 400 individual titles spread over 7 levels, and 9 sets of class readers spread over the top 4 levels. 2 classes read only self-selected titles, 2 read only class sets (and study vocabulary), and 2 read both.

Notes

Has presented at JALT 1999. How are graded readers best used? Has written Instant Report sheets for both self-selected and class readers. Comprehension/discussion questions for each of the 3 sections of 'The Bride Price' and 'The Thirty-Nine Steps' (OBW)

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Roth, Joyce

JoyceLRoth(at)aol.com

Kitamonzen-cho,

Shokokuji,

Kamigyo-ku,

Kyoto 602-0898.

Japan.

School phone 075-231-0365 / fax 075-256-6166

Why do ER?

Reading is the best way to gain relevant information, to learn and practice vocabulary and grammar, and to find pleasure in learning Engish. Students can read books they are interested in, read at their own level and at their own pace. There's nothing more valuable that we can impart to our students than a love for 'really' reading.

ER program?

Our school library has over 500 graded readers. Senior high English majors read and write short book reports. I'm more interested in what I can do at the junior high level. I put about 100 books and magazines in the 8th grade classroom with 24 students. Reading class meets twice a week. Some days are for SRA (1b) and some days for 'free' reading. Students record in a journal book titles, pages read, and new vocabulary. I'd like my students to do some kind of book report and/or project after reading a book, to give more feedback about their reaction to the stories. Right now, they just enjoy reading - a great start, but I'd like to add something that helps them focus on their reading and learn more from it. These jr. high students have to take the SLEP test in January of their 3rd year, 45 minutes of which is a reading test. Most of them will do a study abroad in the 10th grade and will have to read a lot in all subjects. ER is essential for them.

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SAKAI Kunihide

 

k-sakai(at)e-one.uec.ac.jp

 

Denki-Tshushin University

 

Chofugaoka 1-5-1

 

Chofu-shi

 

Tokyo, 182-8585

 

Japan

 

Why do ER?

 

Because some students seem to make remarkable leaps toward 'living' knowledge of the language.  At first they are baffled by the 'freedom' they are given in their ER class, but by and by they seem to gain confidence in picking and reading books of their level and liking.. At the moment, I feel that ER is the best, if not the only, way for Japanese students to become familiar with English and get ahead in other language skills.  I have to add my students are by no means 'over-achievers' as far as English is concerned.

 

ER program?

 

This is the third year of my 'new' ER program at my university, in which 120 students in three classes meet once a week and read at each student's pace.  I just walk around in the room taking a peek from time to time at what books they are reading at what kind of speed/ease.  I give occasional tips as to what to read next, but more often I tell them to stop reading and put the book back in the bookshelf when I see the going seems to be hard.  Each student has a card folder with his/her name on it so I can keep track of how they

are faring.  They start at the most elementary level of graded readers and picture books, consuming about 1000 pages in three months, and in a year's time, a few even work their way up to Sidney Sheldon and Nicholas Sparks via intermediate graded readers, Roald Dahl, Dick King-Smith and others.  Truly amazing.  I do feel that I have been underestimating the potential of my students for over twenty years.

 

A description of the course is to appear later this year.

 

Do get in touch with me and Furukawa-san, who is working with me at S.E.G. (for Scientific Education Group, a unique kind of 'juku' in Shinjuku, Tokyo), for more information on our program for high school students.

 

FURUKAWA Akio: fakio(at)seg.co.jp

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Schmidt, Ken

Ken.Schmidt(at)ma6.seikyou.ne.jp

Tohoku Gakuin University,

Tsuchitoi 1-3-1,

Aoba-ku,

Sendai 981-31 Japan

Why do ER?

My students have intensively studied short texts and done a lot of "English trivia"-style test prep, but are sorely lacking in the kind of massive comprehensible input needed to make significant steps toward fluent command/understanding of the language. I want to help them take steps in that direction.

ER program?

I use extensive reading as a supplement to university-level, English Conversation classes. 250 students (1st-4th year) read mostly simplified/graded readers outside of class (250-500 pages per term), with occasional discussion of books in class.

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Smith, Craig

craigrace(at)hotmail.com

International House, #302,

Catholic University

Pucheon,

Korea.

Why do ER?

I would like to do a research study next year. Question: Do students who have an extensive reading requirement as apart of their required freshman English class show greater improvement in English skills than students who have no such ER requirement?

ER program?

No...but depending on results of my study perhaps I can persuade the department head to make ER a required component of required freshman English.

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Steve McGuire

spm(at)gol.com

Nagoya University of Arts Nagoya, Japan

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Swan, James

swan(at)daibutsu.nara-u.ac.jp

College of Liberal Arts

Nara University

1500 Misasagi-cho

Nara 631-8502.

Japan

Why do ER?

Because my students range in English proficiency from next-to-absolute beginner all the way through fairly fluent, at least high intermediate.

Our ER program is a required one-year class for all incoming freshmen. Ostensibly it uses the SRA 2a set as a foundation, supplemented with a free-selected homework reading requirement, but the Japanese teachers who are assigned to teach ER don't all follow the game plan.

Notes

Published: 1995. The Effect of a Self-Selected Extensive Reading Program on Nara University Students' Writing Ability: A Flawed Study" Nara Daigaku Sogo Kenkyu-jo Joho, 3, pp. 25-52.

I'm working on a tentative title for a research project: "News You Can Use: Norming the SRA for Japanese University Students" It's an evaluation of the difficulty of five nominal color levels, to see whether the different nominal levels are applicable in the Japanese university setting. Preliminary analysis shows quite a lot of overlap. My dreams (for making class materials) are not yet formulated into workable plans.

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Takase, Atsuko

atsuko-takase(at)mtc.biglobe.ne.jp

2-5-44 Maruyamadai

Kawanishi-shi

Hyogo-ken

Japan 666-0152

Why do ER?
The purpose is to motivate students to study English, have them read English without translating it into Japanese word by word, have them read great amount of English, give them enjoyment in reading books, and get them to like English.

I have been running an Extension Reading program at Girl's High School for three years. Participants of the past three years have been 64, 108, and 69 second year students respectively. Reading is done outside of the classroom, and students are required to write a short summary and fill in the book-reading list. Speed reading and SRA are mainly done in the classroom. About 300 books are kept in the classroom and 300 books are in the school library, which are mostly Oxford, Longman, Penguin and Heinemann graded readers.

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Warden, Julian

Julian Warden
ELT Consultant
Oxford University Press

 

oupjapan.co.jp
Why ER?
I feel that extensive reading helps to fill the gaps in English education here in Japan.  Being associated with a product that encourages lot's of recycling of vocabulary and grammar, building up of reading fluency and something that students actually enjoy makes readers a firm favourite at OUP.

 

ER program?
A 'points system' depending on the number of words or books read, summer or winter homework, reading time in class, reading with peers, reading time before school starts, a traditional homework substitute...the list is endless.
 
If you live in Western Japan please get in touch by any of the following:

 

Telephone 06-6101-2236
Fax       06-6101-3812
Mobile    090-5200-2692

 

Take a look at our NEW GRADED READERS Website at http://www.oup-readers.jp/
Please visit out website at http://www.oupjapan.co.jp.

Down-load Quizzes, Answer-Keys and Worksheets for many OUP products at http://www.oup.com/elt/global/teachersclub/

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Waring, Rob

waring (at) harenet.ne.jp

Notre Dame Seishin University

2-16-9 Ifuku-cho

Okayama

Japan 700-8515

Tel 086 252 1155 extn 325 Fax 086 252 5734

 

Why do ER?

Because ER can provide the vital scaffolding that is needed for learners to progress to higher levels of competence.

ER program?

The program has about 1800 books and is used at the moment by the whole Freshman English department and by a separate Extensive Reading Class for the English Non-majors.

Notes

Some published work is in the Annotated Bibliography. Interested in researching methodology in ER. Currently looking at a large scale lexical analysis of various series’ of graded readers. Hoping to get a group of people together to write Japanese Graded readers (some initial work has been done). Interested? Give me a call.

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Yagi de Rodriguez, Miki

mikiyagi(at)ktmail.ktokai-u.ac.jp

Kyushu Tokai University

9-1-1 Toroku,

Kumamoto-shi,

Kumamoto-ken,

862-8652.

Japan.

Tel: 096-386-2743

Why do ER?

Because I want my students to be interested in learning English, to be better at English, and to become confident.

ER program?

Size: 200 students. Materials: Easy Starts, Storylines, Longman Originals, Yohan, Oxford Bookworm (black), Oxford Progressive English readers, Penguin readers, Heinemann guided readers Students read 12,000-20,000 words per semester. They submit book report every week. And that's about half of the grade. I grade them by the number of words they read

Notes

Presentations

1. presentation at JALT '99: Extensive Reading and Motivation

2. Effects of Extensive Reading in English classes (in Japanese) "The reports of the research institute of education", Tokai University, No. 6 (1998). Miki Yagi de Rodriguez and Makoto Hirano

Research: Motivation and English level go up.

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Yoshimura, Mineko

gitchome(at)din.or.jp

Motoyokoyamacho 2-11-7,

3f Hachioji,

Tokyo 192-0063

Japan

Tel 0426-56-1990 Fax0426-56-1991

Why do ER?

I am one of the authors for a series of junior high school text books. I am interested in providing this age group with a different set of reading materials outside of their text books.