LANGUAGE IN INDIA

The Robustness of Free Reading in
Second and Foreign Language Education

R. Joseph Ponniah, Ph.D.

Abstract

Free reading is a powerful tool that provides input in a low-anxiety situation. Free reading is consistent with the Comprehension Hypothesis that learners acquire language when they focus on the meaning of the text they read. A brief review of studies on free reading reveals that reading has greater gains in all measures of language competence, with a strong impact on writing style, vocabulary, grammar and reading fluency.

Introduction

It has been hypothesized in a number of studies that free reading results in increased second and foreign language linguistic competence (e.g. Constantino, 1994; Lee, 2007; Ponniah, 2008; Mason and Krashen, 1997). In order to have the desired results in reading, texts written should be well within learners' reading competence, and the goal of the readers is to understand the meaning of the text they read (Bamford and Day,1997; Day and Bamford, 2002).

In fact, the idea is consistent with the Comprehension Hypothesis that we acquire language when we receive comprehensible input slightly ahead of the current level of understanding, accompanied by a low affective filter (Krashen, 1982; 2002). Free reading provides more comprehensible input that affects acquisition, with a strong impact on grammar, vocabulary, writing style and reading fluency.

Types of free Reading Programs

Free reading programs (Krashen, 2004) are categorized into three:

1. Sustained silent reading
2. Self-selected reading
3. Extensive reading

In all the three, students are involved in free reading but they spend a little time for follow-up activities such as teacher-student conferences and writing brief summaries only to monitor the progress of students, and not as strategies to improve linguistic competence.

Characteristics of Free Reading

Free reading gives freedom to choose any texts of interest; learners can stop reading if they do not like the book they read or if they do not understand. Students participating in free reading programs focus on the meaning of the text they read, and not on the form. They acquire all measures of language competence subconsciously.

For possible free reading to happen, Day and Bamford (2002) posit ten principles to be adopted in reading programs.

(1) The reading material should be well within the learners' reading comfort zone.

(2) A variety of texts on a wide range of topics must be available for learners to encourage a desire to read.

(3) Learners must be given freedom to choose texts they expect to understand and enjoy.

(4) More reading is desirable to reap the benefits of reading, and to develop a habit of reading.

(5) Readers should be encouraged to read for pleasure, information and general understanding.

(6) Experience of reading the text must be at the centre of reading, and no questions should be followed by reading but a minimal level of accountability is required to keep track of what and how much students read.

(7) Students must be discouraged from using dictionary to train them to read faster, and to promote reading fluency.

(8) Encourage silent reading to discover that reading is a personal interaction with the text.

(9) Readers can be given awareness that reading results not only in reading proficiency but also in all measures of language competence.

(10) Finally, the teachers have to commit to reading.

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