Sessions / Reading

Re-envisioning Leveled Reading Instruction #1098

Sat, Feb 20, 13:00-13:40 JST | Room GL

As instructors, we all work with English learners with diverse language proficiencies, prior experiences, and resources. Reading instruction no longer involves all students reading the same text at the same time at the same level, progressing at the same rate. Therefore, existing reading mandates, curricula, and materials may be inadequate to meet the needs of the actual learners in a class. This presentation shares varied free digital resources for accessing levelled texts that can be used online or printed out, as well as reading level assessments and interactive comprehension activities. These tools used together can give teachers the capability to identify learners’ present English reading levels, provide learners with language input at their instructional level, guide learners in choosing independent reading materials at their instructional level, and track learner reading growth over time. Participants can expect to engage digitally throughout the presentation, using platforms including PollEv, Padlet, and Kahoot!

Is Phonics Instruction Important When Teaching Young Learners? How Does It Help Develop Reading Skills? #1172

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Fri, Feb 26, 16:00-16:40 JST | MM Publications Room

Speaker: Gregg Sotiropoulos

Phonics is a method used in schools throughout the English-speaking world to help children learn to read and spell quickly. In this session, you will get practical ideas and tips on how to best incorporate reading and phonics in your program as well as how to familiarize young learners with the sounds of the English language.

Students' Perceptions of an Extensive Reading Program #1015

Sun, Feb 28, 15:30-15:55 JST

The presenters will discuss the results of a student survey aimed at evaluating a new extensive reading (ER) component that was introduced as part of an EAP program at a local university in Japan. Eighty-nine participants were surveyed after completing 20 weeks and the summer reading campaign of the ER course to gauge their engagement with the program. Questions were mainly aimed at discerning how students performed their extensive reading activities and how often and on what level they relied on translating from English to Japanese in the process.

Sean Gay / Cristina Tat /

Sustainable Extensive Reading Programs: Approach, Strategies, Resources, Techniques #1082

Sun, Feb 28, 16:30-17:50 JST | Room JT

The aim of this workshop is to support participants in setting up and implementing extensive reading (ER) components in the courses they teach. Extensive reading, defined as reading for overall meaning, information, pleasure, and enjoyment, has been proven by research to enhance reading speed and fluency, writing skills, and overall language knowledge. Research findings also indicate that although ESL and EFL teachers may have positive views on the effectiveness of ER and may be motivated to implement an ER component in the classes they teach, they may be reluctant to do so. Workshop participants will initially contribute their experiences of implementing ER in their context. Subsequently, they will be presented with an ER approach utilizing free resources available online, including implementation examples of the approach and strategies and techniques to link an ER component with the intended learning outcomes of various foreign language programs. The workshop will end with group work on the topic.