Date:
November 1990
Page No.:
161
Writer(s):
Bernard Susser, Doshisha Women's Junior College; Thomas N. Robb, Kyoto Sangyo University
This article surveys the literature on extensive reading and
establishes a working definition of extensive reading as a
language teaching/learning procedure. It explores the main
issues in extensive reading, including the role of graded
readers and the transfer of L1 reading ability. A model of
extensive reading is described, based on Richards and Rodgers'
(1982) definition of "procedure."
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