Concepts
Free voluntary reading refers to using extensive reading in language education. Students are free to choose a book that they like and are allowed to read it at their own pace. The aim of a free voluntary reading program is to help students to enjoy reading, so assessment is usually minimized or eliminated entirely.
The idea behind extensive reading is that a lot of reading of interesting material that is slightly below, at, or barely above the full comprehension level of the reader will foster improved language skills. Graded readers are often used. For foreign-language learners, some researchers have found that the use of glosses for "difficult" words is advantageous to vocabulary acquisition (Rott, Williams & Cameron 2002) but at least one study finds it has no effect (Holley & King 2008). A number of studies report significant incidental vocabulary gain in extensive reading in a foreign language (Huckin & Coady 1999). Advocates claim it can enhance skill in speaking as well as in reading.
Day and Bamford (1988), pp. 7–8 gave a number of traits common or basic to the extensive reading approach. Students read as much as possible. Reading materials are well within the reader's grammatical and vocabulary competence. The material should be varied in subject matter and character.
Students choose their own reading material and are not compelled to finish uninteresting materials. Reading material is normally for pleasure, information or general understanding; reading is its own reward with few or no follow-up exercises after reading; reading is individual and silent. Reading speed is usually faster when students read materials they can easily understand.
The teacher is a role model who also orients the students to the goals of the program, explains the idea and methodology, keeps records of what has been read, and guides students in material selection and maximizing the effect of the program. Teachers orient students to the goals of the program, explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program and reading in general.
Some recent practitioners have not followed all of these traits, or have added to them, for example, requiring regular follow-up exercises such as story summaries or discussions and the use of audio materials in tandem with the readings (Bell 1998).
Read more about this topic: Extensive Reading
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