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1. Introduction
Theme
The theme of these 10 readings is on the role of extensive reading in enhancing
vocabulary and its potential to create the culture of reading in English among
students.
Reasons of the theme
It is of my greatest concern that the students in my school in Tenggaroh, Mersing;
whom are the young generation of FELDA settlers, have shown relatively poor to
average level of proficiency in English. I noted that their limited vocabulary is one of
the major factors that leads to students demotivation to read enthusiastically in
English. Consequently, little evidence of reading culture in English takes place in the
school community although there are provisions to self-chosen materials provided at
certain zones. Clearly, it tells me that the effort of supplying materials solely is not
sufficient enough to witness transformation of an extensive reading culture to happen
at the school.
Just recently, FELDA requires the English teachers at the schools in its province to
conduct a new, extensive reading programme collaboratively with Perusahaan e-Guru
as an initiative to create a reading culture among the young generation. The English
International Reading Programme (EIRP) is then become teachers responsibility to
ensure that the students are guided meticulously on the task of selecting graded
materials suitable to them; make attempt to answer the comprehension tasks to check
learning as well as outdoor activities related to the materials to induce a fun, engaging
and productive vocabulary learning.
General categories of the articles chosen
The 10 articles selected are somehow significantly related to some key issues related
to either extensive reading exclusively; or the potential of vocabulary development
(both incidental and intentional vocabulary acquisition); and the impact of
students reading culture as they encompass the various extensive reading programme
conducted in their respective academic setting.
1. The Annotated Bibliography
1. Grabe, W. 2004. Research in teaching reading. Annual Review of Applied
Linguistics. 24, 44-67.
This article essentially covers a review of reading theory, related research and
assessment that has been published formerly in Annual Review of Applied
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Linguistics, thus proposes 10-instructional implications for second language
reading. The implications relates to both L1 and L2 research which serve as
evidence to instructional approaches that 1 ensure fluency in word recognition; 2
emphasize the learning of vocabulary; 3 activate background knowledge; 4
ensure acquisition of linguistic knowledge and general comprehension related
case studies found in text 9; 5 teach recognition of text structures and discourse
organization;6 promote development in strategic readers rather than mechanical
application of strategy checklist; 7 build reading fluency and rate; 8 promote
extensive reading in-depth explanation is displayed in text 6; 9 develop intrinsic
motivation for reading; and 10 contribute to a coherent curriculum for student
learning.
Referring exclusively to no 8, which is deeply connected to text 6, the writer
described true experimental studies on extensive reading as contradictory to
non-experimental research; as the findings are agreeable to the extensive reading
program and significantly support reading comprehension and reading fluency
also the incidental learning of recognition vocabulary and word recognition
fluency. Nevertheless, Kuhn and Stahl 2003 states that L1 research in a form of
experimental studies reviewed by the National Reading Panel 2000, is too
limited thus overlook the much fundamental studies done by others which
demonstrate better reading comprehension abilities for an extensive group. They
point out the significant relationship between reading comprehension abilities
and extensive reading over a period of time supported by two specific research
program pioneered by Stanovich, 2000 and Guthrie, 1999.
Moving on, it is argued here too that studies on aspects of effective L2 reading
instruction is still limited as compared to the given implications above; as lots of
empirical research has been done that significantly illuminates interesting
findings related to instructional practices. For example, there are three issues
from research to instructional reading are highlighted as follows; 1 L1 and L2
reading abilities are similar on cognitive processing skills; leads to a suggestion
on applying the effective instructional practices in L1 setting to L2 with
reasonable adaptionthis point is also discussed in text 7 and 9; 2 With regards
to research, there is a dilemma in deciding whether the specific abilities develop
first supported by experimental studies or overall good reading comprehension
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develops first the reciprocal causality between comprehension and vocabulary
developmentsimilar concern arises in studies conducted in text 9; and 3 the
need to establish specific reading components to be taught as part of a coherent
curriculum.
In conclusion, the ideal to an effective reading instruction is a merger between
practitioner knowledge and persuasive research support; as both reciprocally
need an effective instruction. Therefore, more research in L2 contexts is
welcomed; their limitation makes it difficult to ascertain the effectiveness of
instructional practices as well as the direct effects of specific abilities on reading
comprehension development.
2. Read, J. 2004. Research in teaching vocabulary. Annual Review of Applied
Linguistics. 24, 146-161
This article offers an overview of research on second language vocabulary
teaching and learning since 1999. It has a sound consideration on the distinction
between incidental and intentional vocabulary learning. As applied in the
literature, the distinction occurs when both learners attention and is concentrated
and the pedagogical context is available. Significant edited works by Wesche and
Paribakht 1999, Swanborn and de Glopper 2002 and Pulido 2003 suggest that
incidental learning of words (both written and spoken) in second language does
happen implicitly within the reading tasks. Drawing into the psycholinguistic
view by Hulstijn 2001 on the discrepancy of incidental and vocabulary learning,
he insists that little theoretical significance influence the retaining of words learnt
in long-term memory; instead it is determined by the quality and frequency of the
information processing activities (i.e. elaboration on aspects of words form and
meaning, plus rehearsal) that determine retention of new information Hulstijn,
2001, p.275.
The writer also notes the need for direct and systemic study of vocabulary should
be not be neglected even though learners are evidently capable to acquire word
knowledge incidentally through language learning activities. This issue is
attempted in text 3 in which the study is on the learners of French. However, it has
been argued over years that the traditional technique of students memorizing lists
of vocabulary items is seemingly old-fashioned, definitely not in this recent era of
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task-based language program. Still, as put by Hulstijn 2001, for beginning and
intermediate level learners, it is highly significant to practice rehearsal of words,
rote learning and training in automatic word recognition as one component of
vocabulary learningsame point is taken into consideration in text 8; which
consequently the learning will be modest to them.
Another interesting point highlighted in this article is the impact of utilising
computer in vocabulary studies. Pioneered by the computerized corpus analysis,
the revolution study of word frequency, word meanings in context and
collocational patterns of words is made possible. Due to the form of orthographic
words which are identifiable and come in countable units, the corpus analysis
appears to be more organized, trustable and reliable in searching the essential
vocabulary needed for the students in developing their language skills. Groot 2000
description of CAVOCA Computer Assisted Vocabulary Assistance appears
heavily towards the longer-term retention of useful words by numerous selected
sentences and short texts. In a similar vein, TextLadder another computer
application of vocabulary learning through reading develop by Ghadirian 2002, is
run by selecting and ordering texts for consistent exposure to a set of target words
in contexts. Yet, there is no published evidence on the effect of TextLadder
program in promoting efficient vocabulary learning, but as put by Nation and
Wang 1999 also Waring and Takaki 2003, it serves as an alternative means to
specially written graded readers who traditionally been assigned to do.
3. Pigada,M. & Schmitt, N. 2006. Vocabulary acquisition from extensive reading: A
case study. Reading in a Foreign Language. 18 1, 1-28.
At the beginning of this article, it claims that relatively small amount of studies
have been attempted to explore in breadth on second language learners acquiring
vocabulary through reading this is similar to text 2, in which they heavily rely on
using short texts; notably measuring the acquisition of meaning and of no merits
to partial learning of words. Referring also to findings made by Paribakt and
Wesche 1997, Zimmerman 1997, they suggest that incidental vocabulary
learning is time-consuming and unpredictable thus raise issues on its approach to
second language L2 learners. However, as outlined by Meara 1997, most studies
did not contribute to the understanding process of acquisition as factors leading to
the word retention are not investigated in breadth.
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Therefore, on that basis, the writer put forward a case study of a learner of French,
which is rarely done in second language studies; exclusively employing extensive
reading program in attempt to explore how vocabulary acquisition varies
according to how often words are encountered in the provided text.
Simultaneously, it is aimed to examine whether extensive reading can enhance
lexical knowledge target words spelling, meaning and grammatical characteristics
of the target language. The writer also claims that this study is the first study
relating the number of encounters with a word during extensive reading plus is
accommodated by multiple layers of word knowledge other than its meaning.
Also, it is aim to capture partial knowledge of those aspects, which tallies with
Newton 1995:171 statement: there is a need to develop instrument which is more
sensitive to degree of acquisition.
This article clearly mentioned that Horst 2005 has divided the research on
vocabulary growth in two major strands: studies on incidental vocabulary
acquisition and studies on acquisition through extensive reading. In comparison,
text 2 uses the term incidental and intentional yet they are both seemingly
referring to the same concern in the field of vocabulary development. The issues
raise in the former are namely a few first, is the efficacy of methods; as
explained by Hunt and Beagar 2005; Raptis 1997 on the measuring instruments
applied by most L2 incidental vocabulary studies Pitts, White and Krashen 1989;
Saragi et. Al 1978. Secondly, it appears that very small contribution of studies on
the exposure of reading texts contributed to L2, which is due to some constrains
related to contexts and pedagogy.
4. Maghubai, F. 2001. Book floods and comprehensible input floods: providing ideal
conditions for second language acquisition. International Journal of Educational
Research. 35, 147-156.
In the field of second language SL learning, very few arguments arise on the ideal
conditions for learning, which is the provision of ample language input, both in
oral and written form. Relevant studies on the proponents of input by Krashen
1982, 1985,1991 and its following criticism by Gregg 1994; Mc Laughlin 1987
and Swain 1985 are put together as the theoretical background. This fundamental
concept is also shared with text 7 and text 10. These studies are meant to support
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the writers view; which is mutually shared by other researchers that it is
impossible to have a second language SL acquisition without ample input. In such
context, he further explains, many teachers and practitioners are communicating
with their students in anything but English, thus making the input of learning is
exceptionally sufficient for them. On the comparison, such situation does not
occur in the case of teaching English as a foreign language or a modern language.
Teachers tend to have the similar L1 that in some cases, happen to conduct classes
using the first language exclusively rather than the second. Therefore, it caused
the substantial portion of language input delivered to the students are heavily
processed in L1 rather than the target language.
In order to measure the effectiveness of promoting sufficient input for the learners,
a number of language programmes have been carried out in many setting hence is
followed by a comprehensive study as to evaluate on its effects. The Fiji Book
Flood was one of the pioneer studies on the effect of the provision opportunities
for regular reading in the classroom on growth of English as an SL. The study,
which is conducted in 1980-1981, has put forward the main research question;
what would be the effect of daily reading of high interest, well-illustrated
childrens stories on the second language SL)development of students in Grades 4
and 5? Elley and Maghubai, 1983. The results, shown a favourable support to the
development of second language proficiency; based on careful observation on the
progress made by the students.
Moving on, the writer also illustrates some significant features of the Book Flood
Program, which are the key elements of making the program a huge success. The
list is as follows:
1. Use

simple,

well-illustrated

childrens

stories

that

were

highly

comprehensible.
2. The stories contained incremental repetition--- making it easy for children to
follow the story.
3. Repetition of the same stories through different publishers made meaning
extraction easier and thus recycled the same or similar structures and
vocabulary.
4. The stories have memorable vocabulary i.e. gobble, which students
remembered three months after the introduction of the word in the stories.
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5. Read for enjoyment; students are not bound to be tested on comprehension or
asked to display what they understood in the stories.
6. The follow-up activities in the shared reading group involve much writing;
which pupils had good models in the books they are studying.
Seemingly, the outcomes of the Book Flood Project on which the provision of
comprehensible input through interesting, well-illustrated story books is in line
with the input hypothesis Krashen, 1991; notably also the cognitive oriented
hypothesis that is concerned with the construct of attention involved during
the process of reading hence stands as a critical factor on ensuring the program
rate of success e.g. Van Patten 1996. It is apparent that both of these theories
do find its considerable support from the findings of Book Flood Project in
Fiji.

5. Green, C. 2005. Integrating extensive reading in the task-based curriculum.

English Language Teaching Journal, 59 4, 306-311.
For many years, extensive reading is viewed as an important and motivating
means of developing the proficiency of a second language. Although extensive
reading per se is taken a central-medium to long-term second language
acquisition; extensive reading scheme may appear not sufficient enough to
promote acquisition. This statement is based from disappointing results obtained
from Hong Kong Extensive Reading Scheme in English, which is described
vividly within this article. The aim is to present the notion that extensive reading
is of a much merit activity to be bounded to a narrow-angled of a scheme. Instead,
it proposes for the extensive reading to be imparted into the language curriculum
as a prominent element of a task-based approach to second language learning.
Unlike the impressive findings shown in Text 4 in Fiji Book Flood Project,
contradict results are gained by the implementation of extensive reading scheme
conducted in Hong Kong. The operation however, is seamlessly smooth as the
placement tests, progress tests and books are supplied by the Edinburgh Project of
Extensive Reading EPER is vividly described in text 6 thus is trustworthy on its
quality and validity. Government has been careful in assisting financially to
schools by assigning grants for book purchase of their own choosing. Yet, the
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glitches of this effort, which resulted to the disappointing findings, seem to fall
upon to two particular issues, which are; 1 teacher resentment and resistance;
rooted from over 5-years implementing consecutively government initiatives thus
become exhausted and the inadequacy of teacher training on the extensive reading
schemes and 2 the fundamental misconception view that extensive reading is a
stand alone activity hence is not integrated comprehensively within the language
curriculum.
Alike any other exam-oriented school culturesthe untested extensive reading
nature is tend to be marginalized and ignored. To neutralize this negative
perspective, the writer recommends two important principles on extensive reading
incorporated into language curriculum, specifically in task-based approach. The
principles are related to reading purpose and selection of materials; which are
nonetheless similar to the suggestions outlined by Elley and Maghubai 1983 in
their study of Fijian Book Flood initiatives.

6. Hill, D.R. 2008. Graded Readers in English. English Language Teaching

Journal,62 2, 184-204.
This article is a review of series of graded readers in English which are published
exclusively in the UK, Europe and the US thus for some practical reasons; not
including publishers outside Europe and the US. It also declares that the review
does not serve as a reflection on the quality of series produced by the other parts
of the world; but instead is to describe vividly the prominent role of graded
readers to complement the activity of extensive reading. There are 42 current
series containing 2,051 titles covered in this review and a surplus of a table
comprising 26 series of 1,236 titles (now out of print) of which most were
reviewed in the previous survey. The massive numbers are made possible with
credits to EPER Edinburgh Project on Extensive Reading, for maintaining an
impressive library and database of graded readers since 1960s.
Besides the review of graded readers, the writer additionally highlights a number
of issues on its significant relationship to extensive reading. He argues that
although graded readers is meant purposefully to provide sufficient texts for
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extensive reading Day and Bamford 1998; until present, there is no consensus
among ELT profession on the extend of extensive reading, how it contributes to
the language learning process and how it should be promoted in the classroom
comprehensively during teaching and learning.

The previous research on

extensive reading on similar grounds are also found in text 2 and text 3 is either
focuses on its role in vocabulary enhancement by implying the two strands viewincidental learning or intentional learning of the target vocabulary. Yet, these
studies are respectively on a different view as compared to text 4, which
incorporating the second language acquisition theory in attempt to measure the
comprehensible input gained from the Book Flood Project in Fiji.
Other than that is the controversial of cultural changing and educational climate
that has affected the productive impact on extensive reading; ranging from the
historical background of English treated as a passport for academic and career to
global economy; consequently changing the trend from appreciating literature to
culture-free language of functions and notions. Nonetheless, the buzz of
communicative approach that has taken over the teaching and learning of English
in 1970s is heavily implying an emphasis on speaking and listening; due to the
means of communicating proficiently. Consequently, the syllabus is designed to
enable learners to converse in given context thus discourages learners to read
actively although it is hardly an opportunity for the learner to practice speaking
outside the classroom.
7. Renandya, W. A. 2007. The Power of Extensive Reading, Regional Language
Centre Journal, 38 2, 133-149.
The objective of this article is to discuss the empirical support for extensive
reading and explore its pedagogical applications in L2/FL learning. The writer
argues on the benefits extracted from the various studies on extensive reading in
many diverse contexts is notably appealing; thus is believed to be of great amiss to
teachers for not making it a core element in teaching and learning. There is a
number of extensive reading programmes of different names mentioned, for
example Uninterrupted Sustained Silent Reading USSR, Drop Everything and
Read DEAR, Silent Uninterrupted Reading for Fun SURF, the Book Flood
Programme Elley and Maghubai 1983, in which they shared a common purpose in
nurturing a lifelong reading habit among the learners. Additionally, a shared belief
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on the ability to read fluently is made possible through the implementation of
intensive reading, as suggested by Smith 1988 and otherspeople learn to read by
reading.
Again, the theoretical framework is rooted from Krashens input hypothesis
similar point raised in text 4 that later is introduced as comprehension hypothesis
2004 which comprehensively outlines three main conditions for acquisition to take
place. Contradictory to that view is by Swain 1993, 1999 who claims sole
comprehensible input is not sufficient thus must be supported by comprehensible
output; whereby learners are to be pushed to produce meaningful and syntactically
correct output. Still, Krashen 1998 and others maintain to admit output is little
necessary for acquisition to happen; the issue whether output is essential and to
what extent it contributes to language learning, is considered an empirical concern
that researchers should look into it more sensitively.
The discussion on the empirical evidence of extensive reading mentions the highly
supportive findings from various studies conducted in different context, i.e.
Singapore, Fiji, Brunei, UK and Japan which suggestively consent that it is
applicable in any setting. An example is evidently seen in text 4. The writer also
highlights an issue whether it is possible to set up the programme in a resource
poor school and offers an evidence for the answer yes. Referring to the work
done by Lituanas, Jacobs and Renandya 2001, there is a notable effect of
extensive reading being more visible as compared to traditional approach of
intensive reading and phonics; in which it involves two standardized tests
Informal Reading Inventory-IRI and Gray Standardized Oral Reading Test
-GSORT that the performance is merited to the extensive reading group.

8. Gardner, D. 2004. Vocabulary Input through Extensive Reading: A Comparison of

Words in Childrens Narrative and Expository Reading Materials. Applied
Linguistics, 25 1, 1-37.
The role of extensive reading in building vocabulary is of high regards in both
first and second language research and pedagogy. This study thus analyses the
lexical differences between narratives and expository reading materials used in
upper-elementary education 10-11 year old children; and substantially explores
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how these differences could affect childrens potential vocabulary acquisition
through reading. Followed to that is a discussion adheres to the qualitative
differences in the features of narratives and expository types; the lexical findings
obtained are exclusively used to represent the claims that Wide Reading and Free
Reading is relative to childrens acquisition of vocabulary through extensive
reading also the default claim of incidental acquisition through repetitive
encounters with unknown words while reading in leisure. Thus, the points
outlined here are related to text 4 and text 6.
It is clear that within this article, Incidental Acquisition Hypothesis is claimed to
be the default explanation of protracted vocabulary development that has an
influential significance on reading and vocabulary research for the past 20 years.
As a result to this input, Free Reading and Wide Reading are two major
pedagogical practices that explicitly encourages students to read consistently both
at school and at home. Nevertheless, it is argued here too that the sheer volume of
reading experiences is insufficient to aid learners a meaningful negotiation in their
academic endeavours- the materials are of less lexically-dense, lack of contentarea which students are expected to be well-versed but ironically; according to
Anderson 1996, is justified by incidental acquisition research itself.
Another interesting point mentioned here is while a general consensus of highfrequency words must be mastered to achieve the minimum level of reading
proficiency in L1 and L2; there is also an agreement that students must develop
knowledge of technical or topical vocabulary to negotiate the subject matter and
specialized texts. This point is also mentioned in text 1 whereby infrequent words
may turn to be major concern of L2 readers to know in specialized academic
setting. Additionally, the implication for the growth of academic vocabulary is to
proceed after basic level of high frequency word knowledge, thus the type of
materials read will show a significant effect in determining which new words they
are exposed and the degree of those words being recycled. In a similar vein, text 1
shares the view on the repetition of technical words to be encountered while
reading properly chosen materials connected to subject matter.
9. Lee,S. 2007. Revelations from Three Consecutive Studies on Extensive Reading.
Regional Language Centre Journal, 38 2, 150-170.

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The three consecutive studies investigated in this article have been conducted in
Taiwan is purposely for an in-depth exploration on the effect of extensive reading
on the development of reading and vocabulary. The writer initially declares that
each study is of different approach, with following studies adjusting the
methodology as response to the results obtained of the former year. Hence, these
results happen to derive other significant findings namely ;1 extensive reading can
be integrated into an EFL curriculum, termed in-class sustained silent reading, at
university level; 2 extensive reading is less effective in traditional instruction but
is more effective when treatment duration offered is longer; 3 book access and
self-selection of reading appear as two main keys to the success of a sustained
silent reading. The writer also outlines this concern that the study will be of great
benefit to a more solid basis in designing sustained silent reading SSR programs
for EFL students.
It is interesting to note how the studies are conducted within this article as the
writers role is central as he is the same teacher assigned to both experimental and
control groups, which are then being compared of their progress level. The
significant similarity of both groups is taken into careful consideration, which the
participants were not supposed to take other classes in English medium and
relatively experience little usage of English outside classroom. In effort to
increase the ecological validity as to enable the findings to be generalized, another
comparison group taught by different teachers with different styles was included
in the studies.
In the discussion part of the studies, there are several notable issues rose which are
worth to be mentioned. First is the concern on graded readers seen as not
influential to aid the less frequent words, which is contradict to text 3 who claim
that extensive reading is promoting incidental and intentional vocabulary
learning. In addition, graded readers of simple syntax and less vocabulary will
inhibit the development of the target language. Yet, the reading logs of the
students show otherwise; they initially start off with graded readers as a means to
build on confidence and competence in reading English; gradually they selected
more authentic reading on their own. Study III is a huge success whereby students
had improved access to books from 215 books in Study I to 1000 books in Study

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III, including graded readers and authentic materials that are interesting and
comprehensible to them.
10. Brown, D. 2009. Why and how textbooks should encourage extensive reading.
English Language Teaching Journal, 63 3, 238-245.
Extensive reading is proclaimed as the single most effective way to improve
language proficiency Maley 2005:354 and in a similar vein, leading the students
to considerable learning in reading, writing, vocabulary enhancement and general
proficiency that reciprocally increasing the motivation of learning Day and
Bamford, 1998. This statement is of similar notion found in text 7. However, the
writer claims of no adherence to Krashen s view that reading alone is sufficient in
second language acquisition. This perspective is in contrast with views displayed
in text 4. Moving further, attempts to adopt the extensive reading into the
classroom have been put forward by many teachers and practitioners, which invite
journal articles, conference presentation and new series of graded readers, are
made available. Yet, the integration between textbooks and extensive reading is
left unattended thus stands as the inspiration of this article.
This article argues in breadth that textbooks should be encouraging extensive
reading; as it confers more intricate legitimacy upon extensive reading thus lessen
the burden and practical difficulties faced by the adopters. The problems of cost
and managing library of books are not solved via textbooks but instead plays a
significant role on others; such as tackling issues on time, monitoring students
reading and guiding students choosing appropriate books and engagement in
reading as an activity. This finding is on different ground as compared to text 5
whereby the aid on issues of cost and library is tackled from top-bottom but is
unsuccessful due to teacher constraints.
Followed to that is the description on how textbooks could promote extensive
reading; directly by including material that involves extensive reading; and
indirectly by using textbook reading activities in ways more in tune with extensive
reading. A detailed recommendation on ways to apply both direct and indirect
method to textbooks as to promote extended reading is put forward. One point
raised in this article is in a similar vein to text 9, that the reading materials
selected should be fundamental within the linguistic competence of the students.
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In addition, the amount of challenge imparted in the textbooks is relevant as to
advance them further but an over-challenge will cause a negative interference with
others.

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