This paper contributes to a research program within extensive reading (ER) and "Reading in a Foreign Language" using corpora to simulate ER input to develop vocabulary through incidental learning to 9,000 words. This helps researchers/teachers evaluate ER. If corpora indicate no 'pathway' from smaller to larger vocabulary sizes through…

This article is a rejoinder to J.S. Bowers (2020), 'Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction', "Educational Psychology Review" (https://doi.org/10.1007/s10648-019-09515-y). There is strong agreement among reading scientists that learning the phonological…

Reading is a vital skill for functioning in society. People need to read road signs, prescription labels, restaurant menus, and job applications just to make it through everyday life. Unfortunately, approximately 20% of the population (Washburn, & Joshi, & Binks-Cantrell, 2011) are said to be dyslexic which means they will struggle…

We are very honored to have this great opportunity to interview Professor Paul Nation for the TEFLIN Journal's themed issue on Extensive Reading. Professor Paul Nation is an Emeritus Professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. His special interests…

Recent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment…

In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a…

The April 2015 issue of "Reading in a Foreign Language" featured a discussion forum on extensive reading (ER). Most of the authors, recognized authorities on ER, discussed their views of the principles of ER, particularly in establishing and conducting ER programs. The purpose of this discussion is to review developments in the practice…

The Extensive Reading Foundation's bibliography now boasts over 530 articles with "Extensive Reading" in the title. About 35% of this rich and diverse body of papers were published in the past decade. A meta-review of this literature shows it is quite fragmented as evidenced by considerable variability in the conceptualization of…

Improvements in students' learning achievement have lagged behind in low-and middle-income countries despite significant progress in school enrollment numbers. Large-scale early grade reading assessments (e.g., "Annual Status of Education Report" [ASER], 2013; EdData II, n.d.) have shown low reading rates and worryingly high…

We know more now than we ever did before about how to make every child a successful reader, write Allington and Gabriel in this research review. Yet, few students regularly receive the best reading instruction we know how to give. The authors present research supporting their recommendation that every child, every day, should (1) read something he…

In this article, I outline thoughts regarding the complexities and possibilities of the next generation of reading intervention for students who do not benefit from typical instructional practices. I ground my recommendations in school-based research and observations conducted primarily in kindergarten through third grade and more recently in…

When schools and teachers adopt core reading programs they can use them with fidelity or make intelligent decisions about the texts, lessons and components they select to use. The evidence suggests that these programs are not research-based documents, but rather compromises between what the research suggests about effective reading instruction and…

This practical, teacher-friendly book provides indispensable guidance for implementing research-based reading instruction that is responsive to students' diverse cultural and linguistic backgrounds. Structured around the "big five" core topics of an effective reading program--phonemic awareness, phonics, fluency, vocabulary, and comprehension--the…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight "Reading First" elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's…