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Intensive Reading vs. Extensive Reading: Nation (2009) Chapter 3 & 4 p.25-60)

Intensive reading focuses on close analysis of short texts with dictionary use, questions, summaries and tests for comprehension. It aims to develop reading skills but can be tedious. Extensive reading uses easy materials for enjoyment, information and faster reading speed. Learners choose what to read and read silently in large quantities. While it promotes autonomy, material selection and evaluation can be issues. Nation outlines techniques for intensive reading and resources for extensive reading programs.

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Hira Qayyum
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295 views8 pages

Intensive Reading vs. Extensive Reading: Nation (2009) Chapter 3 & 4 p.25-60)

Intensive reading focuses on close analysis of short texts with dictionary use, questions, summaries and tests for comprehension. It aims to develop reading skills but can be tedious. Extensive reading uses easy materials for enjoyment, information and faster reading speed. Learners choose what to read and read silently in large quantities. While it promotes autonomy, material selection and evaluation can be issues. Nation outlines techniques for intensive reading and resources for extensive reading programs.

Uploaded by

Hira Qayyum
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Intensive Reading vs.

Extensive
Reading
Nation (2009) Chapter 3 & 4 p.25-60)
Compare and Contrast intensive and extensive
reading:
 Brief definition and features=> strengths vs.
weaknesses
 focus and purposes
 practices (activities, instructional methods
etc.)
 material examples
 Palmer(1921) “intensive reading means that the readers take a
text, study it line by line, and refer at very moment to the
dictionary about the grammar of the text itself.”
 Reading for ‘accuracy’
 Reading for a high degree of comprehension and retention over
a long period of time
 It helps to develop reading skills
 Study technique for organizing readings that will have to be
understood and remembered
 not a careful, single reading, but is a method based on a variety
of techniques
 Focuses in intensive reading: comprehension, sound-spelling
relations, vocabulary, cohesion, information structure, Genre
features, and strategies
 Nation (2009) p.32-48
 Seven Procedures for intensive reading
 Overview: surveying or skimming
 Planning purposes: Thinking about the purpose of
reading before beginning.
 Questions: Asking or making questions about the reading
(who, how, why, what..)
 Reading: Line-by-line reading, Careful/thoughtful reading
 Summarizing: Reflection, summary, main idea.
 Testing: Fill-in-the-blanks, Self-test, after paragraph
 Understanding: Reviewing and Checking understanding
<Shortcomings>
 Not authentic reading, but study technique
 No fun
 Focuses on forms/text comprehensions
 Difficult, limited texts
 Interruption on reading
 Reduces reading speed
 Judgmental– good or poor reading/ accurate or
inaccurate reading
 No social purposes  linguistic purpose
 Easy Reading Materials
 Reading for “enjoyment” and “information”
 A variety of reading materials and topics
 Learners choose what they want to read
 Learners read as much as possible
 Faster reading
 Individual reading/ silent reading
 Reading is its own reward.
 Incidental learning
 Teacher orients and guides the students
 Teacher is a role model of reader
<Shortcoming>
 Conflict with the current language learning view
 Language learning autonomy is needed
 No short term outcome
 Selecting materials is difficult
 Easy material=cognitively less challenging
reading? Boring reading?
 Evaluation
 Vocabulary/ grammar
 Lack of Feeling of Learning English (?)
• Nation (2009) p. 58-60
• Glossing
• Computer-Assisted reading
• Elaboration, etc.

• Extensive Reading program


• Extensive Reading. Net
http://extensivereading.net /

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