Annotated Bibliography of Works on Extensive Reading in ESL

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Annotated Bibliography of Works on Extensive Reading in a Second Language

To make it easier to find works on topics of interest, we have categorized the works in the bibliography by topics. The works in italics report or review empirical investigations. Check the boxes of one or more categories before clicking on one of the "Display" buttons.

Adapting texts

These works examine the adapting and simplifying of reading materials for L2 learners.

Aleksandrowicz-Pędich 2009; Appleton 2004; Aston & Christian 1974; Bagster-Collins 1933; Bamford 1984; Bamford 1985; Bouman 1985; Brumfit 1979; Brumfit 1985; Carrell 1987; Claridge 2005; Claridge 2011; Claridge 2012; Cobb 2007; Cobb 2008; Collins (Pub.) 1978; Crossley, Allen & McNamara 2012; Crossley, Louwerse, McCarthy & McNamara 2007; Davies 1984; Dawson 2002; Day & Bamford 1998; Gaudart 1994; Harcourt Brace Jovanovich (Pub.) 1986; Hermes 1978a; Hill 2008; Hirsh & Nation 1992; Honeyfield 1977; Horst, Cobb & Meara 1998; Karp 2002; Klapper 1992b; LeLoup & Penteiro 2005; Leow 2009; Longman 1968; McQuillan & Krashen 2008; Milne 1977; Moses 2000; Simensen 1987; Simensen 1990; Sun 2003; Tabata-Sandom 2016; Tweissi 1998; Vincent 1986; Wan-a-rom 2008; Wang 2008; West 1964; Yano, Long & Ross 1994; Young 1999;

Affect

Extensive reading has been discussed and studied in terms of its impact on such variables as attitude toward reading and motivation to read.

Al-Hamoud & Schmitt 2009; Al-Nujaidi 2003; Alshamrani 2003; Bamford & Day 1998; Benson 2014; Bond 1926; Brantmeier 2005; Burrows 2014; Byun 2010; Caruso 1994; Chew 2003; Cho & Krashen 2001; Chou 2016; Chow 2000; Claridge 2012; Collins 1980; Constantino 1995; Crawford Camiciottoli 2001; Davis, Carbon Gorell, Kline & Hsieh (--) 1992; Day & Bamford 1998; de Burgh-Hirabe & Feryok 2013; de Morgado 2009; Dupuy 1997a; Dupuy 1997c; Edy 2015; Eidswick, Rouault & Praver 2011; Elley 1991; Elley 1996; Fox 1990; Fredricks & Sobko 2008; Fujigaki 2009; Gee 1999; Gorsuch & Taguchi 2009; Greenberg, Rodrigo, Berry, Brinck & Joseph 2006; Grundy 2004; Hardy 2016; Heal 1998; Hedge 1985; Hickey 1991; Hitosugi & Day 2004; Huang 2015; Jackson 2005; Jacobs, Davis & Renandya 1997 (Chapter 17); Judge 2011; Kajinga 2006; Kane 2008; Karlin & Romanko 2010; Kim & Krashen 1997; Kirchhoff 2013; Kitao, Yamamoto, Kitao & Shimatani 1990; Klapper 1992b; Komiyama 2013; Kong 2010; Krashen 1995; Krashen & Cho 1995; Kutiper 1983; Lado 2009; Lake 2014; Lee 2005; Lee, Schallert & Kim 2015; Liem 2005; Lightbown et al 2002; Lipp 1990; Loucky 2009; Maamouri 2003; MacGillivray, Tse & McQuillan 1995; Mason & Krashen 1997a; McQuillan 1994; McQuillan 1996; McQuillan & Conde 1996; McQuillan & Conde 1996; Mori 2002; Nagano 2016; Nash & Yuan 1992/93; Nation 1997; Nishino 2007; Petrimoulx 1988; Pilgreen & Krashen 1993; Poulshock 2010; Powell 2002; Powell 2005; Pulido 2009; Rane-Szostak 1997; Raz 2000; Renandya, Rajan & Jacobs 1999; Rivers 1972; Ro 2013; Ro& Chen 2014; Robb 2013; Robb & Susser 1989; Rodrigo 1997; Rodrigo, Greenberg, & Segal 2014; Sachs 2008; Saleem 2010; Schmidt 2007; Schon, Hopkins & Davis 1982; Schon, Hopkins & Vojir 1984; Schon, Hopkins & Vojir 1985; Shemesh 1996; Sheu 2003; Sheu 2004; Sims 1996; Sin 2000; Sin 2007; Suk 2016; Sun 2003; Tabata-Sandom 2013; Taboada & McElvany 2009; Takase 2003; Takase 2007; Takase 2009; Tanaka & Stapleton 2007; Tien 2015; Tse 1996a; Tse 1996b; Von Sprecken, Kim & Krashen 2000; Wahjudi 2002; Wardani 2015; Waring 1997; Wong 1993; Yamashita 2004; Yamashita 2007; Yamashita 2013; Yamazaki 1996; Yang 2001; Yau 2007; You & Chen 2009; Yu 1996/1997; Zhang 2004;

Class readers

One form of extensive reading is when teachers guide the whole class in reading the same book (a class reader). Work with class readers can support and complement individually-selected reading done by students outside the classroom, and can link reading with other areas of the language-learning curriculum, such as speaking, listening, and writing.

Anderson 1971; Aston & Christian 1974; Ben-Yacov 1996; Bright, J. A., & McGregor 1970; Broughton, Brumfit, Flavel, Hill & Pincas 1978; Brown 2008; Brown 2009; Cunningham 1991; Dawes 1979; Edinburgh Project on Extensive Reading 1992; Greenwood 1988; Harcourt Brace Jovanovich (Pub.) 1986; Hedge 1985; Jacobs & Gallo 2002; Livingstone, Pike, Tadman, Tunnacliffe & King 1987; Maxim 2002; Milne 1977; Mukundan, Ting & Ali 1998; Powell 2002; Prowse 2003; Raj & Hunt 1990; Schmidt 1996; Tadman 1980; Webb & Chang 2015; Yu, Chiu, Siu & Yau 1994;

Comprehensible Input Hypothesis

Extensive reading has been investigated as a source of comprehensible input for L2 acquisition. Input consists of the spoken and written messages we receive. That input is comprehensible when we understand it. Krashen proposed the Comprehensible Input Hypothesis which states that we acquire a language in only one way. i.e., by understanding spoken and written communication in that language. Because the efficacy of comprehension-based methods is a hypothesis that supports the use of extensive reading, basic research into comprehension-based methods (reading and listening) is included in this category.

Azabdaftari 1992; Cho & Krashen 1995; Coady 1997; Collet al. 1991; Dawson 2002; Deckert 2006; Elley 1991; Gardner 2008; Hafiz & Tudor 1989; Hafiz & Tudor 1990; Jacobs 1991; Krashen 1981; Krashen 1989; Krashen 1993a; Krashen 1995; Krashen 1997; Krashen 2007; Krashen & Cho 1995; Lai 1991; Lai 1993a; Lee 2005; Lee, Krashen & Gribbons 1996; Lightbown et al 2002; Mason 2003; Mason 2005; Mason 2005; Mason 2009; Mason & Krashen 2004; Mason & Krashen, in press ; McQuillan & Rodrigo 1995; McQuillan & Tse 1998; Min 2008; Nunn 2009; Renandya 2007; Reynolds & Yi 2013; Rodrigo 2009; Rodrigo, Krashen & Gribbons 2004; Schmidt 1996; Sheu 2003; Stokes, Krashen & Kartchner 1998; Vidal 2011; Waring 2009;

Grammar

These works investigate the incidental acquisition of grammatical competence though reading.

Caruso 1994; Elley 1991; Elley & Mangubhai 1981; Elley & Mangubhai 1983; Fujigaki 2009; Grabe 1991; Hafiz & Tudor 1990; He 2014; Krashen 1997; Lee, Krashen & Gribbons 1996; Lightbown et al 2002; Mason 2003; Mason 2004; Mason 2006; Sheu 2003; Stokes, Krashen & Kartchner 1998; Tudor & Hafiz 1989;

How to

These works describe or discuss a variety of extensive reading programs in which students individually choose their own reading materials. There are suggestions on such matters as orienting students, setting up libraries, and organizing post-reading activities. Many of the suggestions link extensive reading with other areas of the language-learning curriculum, such as speaking, listening and writing.
Aebersold & Field 1997; Al-Rajhi 2004; Anderson 2014; Anderson 2014; Anthony 1943; Ariyanto 2009; Bamford 1992; Bamford & Day 1997; Bamford & Welch 1993; Barfield 2000; Barrett & Datesman 1992; Bell 1998; Bond 1926; Bradford-Watts & O'Brien 2007; Bright, J. A., & McGregor 1970; Broughton, Brumfit, Flavel, Hill & Pincas 1978; Brown 2008; Brown 2009; Bruton 2002; Busacker 1975; Byun 2010; Cecilia & Ojeda 2005; Chang & Millett 2015; Chang& Millet 2012; Cheah 1998; Chou 2016; Chow 2000; Cliffe 1990; Cline 1985; Cobb 2005; Constantino 1995; Cunningham 1991; David 2009; Davis 1995; Dawes 1979; Dawson 2002; Day 1993; Day 2004; Day 2014; Day 2015; Day & Bamford 1998; Day & Bamford 2000; Dupuy 1997b; Dupuy 1998; Dupuy, Tse & Cook 1996; Edinburgh Project on Extensive Reading 1992; Ellis & McRae 1991; Ellis & Brewster 2014; Eskey 1973; Ewert 2009; Fenton-Smith 2008; Fox 1990; Fredricks 2007; Fritze & Rowan 2005; Fujigaki 2009; Furr 2007; Gee 1999; Gorsuch & Taguchi 2009; Grabe 2002; Grabe & Stoller 2001; Green 2005; Greenberg, Rodrigo, Berry, Brinck & Joseph 2006; Haider & Akhter 2012; Han 2010; Handschin 1919; Hayashi 1999a; Heal 1998; Hedge 1985; Helgesen 1997; Helgesen 2005; Hermes 1978b; Hess & Jasper 1995; Hill 1997c; Hill & Van Horn 1997; Hong 1997; Hsui 1994; Hsui 2000; Ikeda & Mason 1994; Ito 2004; Jackson 2005; Jacobs & Farrell 2012; Jacobs & Renandya 2015; Jacobs, Davis & Renandya 1997 (Chapters 1,2,4,5,6,9,10,11,15); Janopoulos 2009; Jensen 1986; Jung 2009; Jurkovac 1997; Kane 2008; Kembo 1993; Kim & Krashen 1997; King 1969; Kita, Eshel et al. 1996; Kitao & Shimatani 1988; Kitao, Yamamoto, Kitao & Shimatani 1990; Kong 2010; Korlinska 1973; Krashen 1993b; Krashen 2002; LaBrant 1938; Lado 2009; Latha 1999; Lemmer 2004; Liang 2004; Lida & Smith 2001; Lie 1997; Lipp 1990; Livingstone, Pike, Tadman, Tunnacliffe & King 1987; Loucky 2009; Lynn 2014; Mac Coon 1931; Macalister 2009; Macalister 2015; MacGillivray, Tse & McQuillan 1995; Marom 1996; Maronpot 1940; Marshall & Gilmour 1993; Mason 2005; Mason & Pendergast 1997; McCracken 1971; McQuillan & Tse 1998; McQuillan & Tse 1997; Mikulecky 2009; Milne 1977; Mok 1994; Mori 2015; Mukundan, Ting & Ali 1998; Nash & Yuan 1992/93; Nation 2002; Ng & Sullivan 2001; Nunn 2009; Nuttall 1996; Ono, Day & Harsch 2004; Park & Ro 2015; Parker & Turner 1987; Parrott 1987; Piechorowski 1979; Pino-Silva 1992; Pino-Silva 2006; Powell 2002; Powell 2005; Prowse 2002; Prowse 2003; Pulido 2009; Rausch 2004; Reynolds 2004; Rivers 1968; Robb 2001; Robb 2015; Robb & Kano 2013; Rodrigo 1997; Rodrigo, Greenberg, Burke, Hall, Berry, Brinck, Joseph & Oby 2007; Rowe 1996; Sachs 2008; Samuels 1979; Schmidt 1996; Schmidt 2007; Seow 1999; Shanefield 1986; Shelton 2004; Shemesh 1996; Shen 2008; Shivasubramaniam 2009; Shlayer 1996; Smith 1997; Smith 2009; Stewart 2006; Stoller 1986; Strong 1996; Stuart 1990; Sun 2003; Susser & Robb 1989; Tadman 1980; Tiey, Idamban & Jacobs 1997; Tsang 1997; Tse 1996a; Tup & Shu 1997; U 2001; Wahjudi 2002; Wang 2008; Waring 1997; Waring & McLean 2015; White 2007; Widodo 2009; Wolkinson & Burchfield 1998; Wu 2009; Yamanaka 1997; Yamashita 2015; Yu 1993; Yu 1995,; Yu 1997; Yu, Chiu, Siu & Yau 1994; Zhang 1997; Zhang 2002; Zhang 2004;

Internet and other electronic media

The Internet and other digital technologies offer alternatives to both paper-sourced reading material and standard classroom practice. These works report the use of electronic reading materials, and explore such topics as materials selection, effective use, and particular problems unique to online reading. There are also works on classroom practice, where students use the Internet and other electronic tools for such purposes as sharing their responses with others.

Al-Rajhi 2004; Alshwairkh 2004; Ariyanto 2009; Arnold 2009; Bell 1998; Cheah 1997; Chou 2016; Cobb 2005; Cobb 2007; Cobb 2008; Derewianka 1997; Evans 1993; Heal 1998; Hess & Jasper 1995; Hickey 1991; Huang 2007; Kawate 2004; Klapper 1992c; Krashen 2007; Lee 2005; LeLoup & Penteiro 2005; Li 2007; Li 2007; Liang 2004; Loucky 2009; Mayora, Nieves & Ojeda 2014; McQuillan & Krashen 2008; Mikulecky 2009; Pino-Silva 2006; Poulshock 2010; Reynolds & Yi 2013; Robb 2009; Robb & Kano 2013; Schmidt 1996; Shemesh 1996; Sun 2003; Tabata-Sandom 2016; Tadman 1980; Taylor 2013;

Languages other than English

These works explore extensive reading in the teaching of languages other than English.
Alessi & Dwyer 2008 (Spanish); Anthony 1943 (French); Arnold 2009 (German); Augustyn 2013 (German); Bagster-Collins 1933 (German); Bearne 1988 (Russian); Bond 1926 (French); Bond 1953 (French); Brantmeier 2005 (Spanish); Burling 1978 (French); Burling 1982 (French); Caruso 1994 (Spanish); Cline 1985 (Spanish); Davis 1995; Dupuy 1997a (French); Dupuy 1997b (French); Dupuy 1997c (French); Dupuy 1998 (French); Dupuy & Krashen 1997 (French); Dupuy & McQuillan 1993 (French); Dupuy & McQuillan 1997 (French); Evans 1993 (French); Grabe & Stoller 1997 (Portuguese); Hagboldt 1925 (German); Hagboldt 1929 (German); Hagboldt 1933 (German); Handschin 1919 (French, German); Hardy 2016 (Spanish); Hickey 1991 (French); Hitosugi & Day 2004 (Japanese); Jacobs 1991 (Spanish); Karp 2002 (Spanish); King 1969 (German); Leung 2002 (Japanese); Maronpot 1940 (Spanish); Maxim 1999 (German); Maxim 2002 (German); McQuillan 1996 (Spanish); McQuillan & Rodrigo 1995 (Spanish); Mitchell & Vidal 2001 (None specified); Moore 1942 (Spanish, French); Moore 1943 (Spanish); Morgan 1938 (French, German); Nagano 2016 (Japanese); Pargment 1943 (French); Pigada & Schmitt 2006 (French); Pudilo & Hambrick 2008 (Spanish); Rees 1992 (French); Reynolds 2004 (Japanese); Rodrigo 1997 (Spanish); Rodrigo 2009 (Spanish); Rodrigo & McQuillan 1999 (Spanish); Rodrigo, Krashen & Gribbons 2004 (Spanish); Rodriguez-Trujillo 1996 (Spanish); Romney, Romney & Menzies 1995 (French); Schon, Hopkins & Davis 1982 (Spanish); Schon, Hopkins & Vojir 1984 (Spanish); Schon, Hopkins & Vojir 1985 (Spanish); Sin 2000 (Chinese); Sin 2007 (Chinese); Stokes, Krashen & Kartchner 1998 (Spanish); Tabata-Sandom 2013 (Japanese); Tabata-Sandom 2016 (Japanese); Tharp 1945 (Spanish); Trotter 1936 (French); Wilson 1937 (Spanish);

Learner autonomy

Extensive reading lends itself to learner responsibility and initiative, encouraging students to take a greater hand in their own learning, and moving learning away from the sole use of teacher-fronted instruction.
Aebersold & Field 1997; Ariyanto 2009; Cho & Krashen 2001; Crawford Camiciottoli 2001; Dupuy 1997b; Dupuy, Tse & Cook 1996; Ewert 2009; Gee 1999; Grabe & Stoller 1997; Hsui 1994; Jacobs & Renandya 2015; Jacobs, Davis & Renandya 1997 (Chapter 17); Judge 2011; Krashen & Cho 1995; Lai 1993a; Lee 2007; Liem 2005; Mason 2006; McQuillan & Conde 1996; Nunn 2009; Rane-Szostak 1997; Rivers 1972; Rodrigo & McQuillan 1999; Romney, Romney & Menzies 1995; Taboada & McElvany 2009; Wu & Wu 2009; You & Chen 2009; Yu 1995;

L2 learning

These are works that contain theories, discussions, and investigations into the role that extensive reading can play in L2 learning. (See also Comprehensible Input Hypothesis.)

Arnold 2009; Azabdaftari 1992; Bamford & Day 1998; Bearne 1988; Bell 1998; Benson 1991; Bond 1953; Brusch 1991; Byun 2010; Cho & Krashen 1994; Cho & Krashen 1995; Collet al. 1991; Constantino 1994; Constantino 1995; Constantino, Lee, Cho & Krashen 1997; Davis 1995; Dawson 2002; Deckert 2006; Dupuy 1997a; Dupuy 1997c; Dupuy, Tse & Cook 1996; Edinburgh Project on Extensive Reading 1992; Elley 1991; Elley & Mangubhai 1981; Elley & Mangubhai 1983; Ellis & McRae 1991; Furukawa 2008; Grabe 1986; Grabe 1991; Gradman & Hanania 1991; Green 2005; Grundy 2004; Hafiz & Tudor 1989; Hafiz & Tudor 1990; Hagboldt 1925; Hagboldt 1929; Han 2010; Hedge 1985; Iwahori 2008; Jacobs 1991; Janopoulos 2009; Kawate 2004; Kim & Cho 2005; Kim & Krashen 1998; Klapper 1992c; Kong 2010; Krashen 1993a; Krashen 1993b; Krashen 1994; Krashen 1995; Krashen 1997; Krashen 2007; Krashen & Cho 1995; Krashen, Terrell, Ehrman & Herzog 1984; Lai 1991; Laufer 2003; Lee 2006; Lee 2007; Lee, Krashen & Gribbons 1996; Lehmann 2007; Leung 2002; Li 2007; Lightbown et al 2002; Mangubhai & Elley 1982; Maronpot 1940; Mason 2006; Mason 2009; Mason & Krashen 1997b; Mason & Krashen, in press ; Mason & Pendergast 1991; Maxim 1999; Maxim 2002; McQuillan 1994; McQuillan 1998; McQuillan & Rodrigo 1995; McQuillan & Tse 1998; Mitchell & Vidal 2001; Mok 1994; Mukundan, Ting & Ali 1998; Murata 2006; Nation 1997; Ng 1994; Ng 1996; Ng & Sullivan 2001; Nunn 2009; O'Sullivan 1987; Piechorowski 1979; Polak & Krashen 1988; Poulshock 2010; Prowse 1999; Renandya 2007; Renandya, Hu & Yu 2015; Renandya, Rajan & Jacobs 1999; Rivers 1964; Rivers 1968; Rodrigo 1997; Rodrigo & McQuillan 1999; Rodrigo, Krashen & Gribbons 2004; Rosszell 2007; Saleem 2010; Schackne 1994; Schmidt 2007; Schmitt 2008; Sheu 2003; Smith 2010; Stephens 2015; Stokes, Krashen & Kartchner 1998; Strong 1996; Taguchi, Takayasu-Maass & Gorsuch 2004; Takase 2003; Takase 2007; Tsang 1997; Tse 1996b; Tudor & Hafiz 1989; Wang 2008; Waring 2009; Webb 2015; Webb & Macalister 2013; Yamashita 2004; Yamashita 2008; Yang 2001; Yoshida 2006; You & Chen 2009; Yu 1996/1997;

Reading ability

These works contain theories, discussions, and investigations into the role that extensive reading can play in improving L2 reading ability.

Al-Hamoud & Schmitt 2009; Anderson 1996; Ariyanto 2009; Arnold 2009; Bamford & Day 1997; Bamford & Day 1998; Beglar & Hunt 2014; Beglar, Hunt & Kite 2012; Bell 2001; Bond 1953; Brantmeier 2005; Broughton, Brumfit, Flavel, Hill & Pincas 1978; Bruton 2002; Bryan 2011; Burrows 2014; Byun 2010; Carrell & Carson 1997; Caruso 1994; Chang & Millett 2015; Chew 2003; Chow 2000; Coleman 1930; Constantino 1995; David 2009; Davis 1995; Day & Bamford 1998; de Morgado 2009; Dupuy 1997a; Dupuy 1997b; Edinburgh Project on Extensive Reading 1992; Edy 2015; Elley 1984; Elley 1996; Ercetin & Alptekin 2013; Eskey 1973; Eskey 1987; Eskey 2002; Fujigaki 2009; Furukawa 2008; Gorsuch & Taguchi 2009; Grabe 1986; Grabe 1991; Grabe 2002; Grabe & Stoller 1997; Grabe & Stoller 2001; Greenberg, Rodrigo, Berry, Brinck & Joseph 2006; Hafiz & Tudor 1989; Han 2010; Hardy 2016; Hassan 2002; Hassan 2002; Hayashi 1999a; He 2014; He 2014; Hedge 1985; Hitosugi & Day 2004; Huffman 2014; Hyland 1990; Ikeda & Mason 1994; Iwahori 2008; Janopoulos 2009; Jeon 2015; King 1969; Klapper 1992a; Klapper 1992b; Kong 2010; Krashen 1988; Krashen 1993a; Krashen 1993b; Krashen 1995; Krashen 1997; Kutiper 1983; Lai 1993a; Lai 1993b; Lau 2000; Laufer-Dvorkin 1981; Leow 2009; Liem 2005; Lightbown et al 2002; Lin 2010; Lituanas, Jacobs, & Renandya 1999; Loucky 2009; Masuhara, Kimura, Fukada & Takeuchi 1996; Maxim 1999; McAllister 2014; Mermelstein 2014; Moore 1942; Moore 1943; Morgan 1938; Nakanishi 2014; Nash & Yuan 1992/93; Nation 1997; Nishizawa, Yoshioka & Fukuda 2010; Nunn 2009; Nuttall 1996; Pargment 1943; Pereyra 2015; Petrimoulx 1988; Phillips 2005; Pilgreen & Krashen 1993; Pucci 1998; Pudilo & Hambrick 2008; Pulido 2009; Raemer 1996; Ramaiah 1994; Rees 1992; Renandya 2007; Robb & Susser 1989; Robb & Kano 2013; Rodrigo 1997; Rodriguez-Trujillo 1996; Sakurai 2015; Schackne 1994; Schon, Hopkins & Davis 1982; Schon, Hopkins & Vojir 1984; Schon, Hopkins & Vojir 1985; Sheu 2003; Shlayer 1996; Sims 1996; Smith 2006; Smith 2010; Song & Sardegna 2014; Stoller 2015; Susser & Robb 1990; Taguchi, Gorsuch & Sasamoto 2006; Taguchi, Takayasu-Maass & Gorsuch 2004; Takase 2003; Takase 2007; Takase 2009; Tanaka & Stapleton 2007; Tien 2015; Tudor & Hafiz 1989; Walker 1997; Waring 2014; Widodo 2009; Wu 2009; Yamanaka 1997; Yamashita 2004; Yamashita 2008; Yamazaki 1996;

Reading speed

These works matters concerned with reading speed, its correlation to other abilities, improving and measuring reading speed.

Al-Hamoud & Schmitt 2009; Alessi & Dwyer 2008 (Spanish); Beglar & Hunt 2014; Beglar, Hunt & Kite 2012; Bell 2001; Chang & Millett 2015; Evans 1993; He 2014; Iwahori 2008; Karlin & Romanko 2010; Lai 1993b; Mason & Krashen 1997b; McAllister 2014; Novak 1982; Suk 2016; Taguchi, Gorsuch & Sasamoto 2006; Taguchi, Takayasu-Maass & Gorsuch 2004; Tanaka & Stapleton 2007; Wardani 2015; Yu 1996/1997;

Reading for academic purposes

Extensive reading can have a role in preparing students for L2 academic study, including the special demands of reading in tertiary education.

Aebersold & Field 1997; Barrett & Datesman 1992; Benson 1991; Carrell & Carson 1997; Cline 1985; Dunning 1988; Dupuy, Tse & Cook 1996; Grabe & Stoller 2001; Hamp-Lyons 1983; Jacobs, Davis & Renandya 1997 (Chapter 8); Jensen 1986; Latorre & Kaulen 1985; Lee, Cho, & Krashen 1997; Li 2007; Macalister 2008; Macalister 2008; Macalister 2009; Nishizawa, Yoshioka & Fukuda 2010; Novak 1982; Parry 1991; Phillips 2005; U 2001; Walker 1997; Zimmerman 1997;

Reading materials

These works present options and suggestions, sometimes including bibliographies, for assembling collections of books and other materials suitable for extensive reading. Two subgroups included here are works concerned with language learner literature (books written or adapted for L2 learners, also called graded readers) and works about student-made reading materials.

Al-Rajhi 2004; Aleksandrowicz-Pędich 2009; Allan 2009; Anderson 1971; Bamford & Day 1997; Benson 1991; Bradford-Watts & O'Brien 2007; Brown 1988; Brown 1994; Brown 2008; Brown 2009; Brusch 1991; Bryan 2011; Chew 2003; Cho & Krashen 1994; Cirocki 2009; Cirocki 2009; Claridge 2011; Claridge 2012; Cobb 2005; David & Dumanig 2009; Davidson 2002; Day & Bamford 1998; Dunning 1988; Dupuy & McQuillan 1993; Dupuy, Tse & Cook 1996; Edinburgh Project on Extensive Reading 1992; Eidswick, Rouault & Praver 2011; Ewert 2009; Fujigaki 2009; Gardner 2008; Gaudart 1994; Ghosn 202; Hagboldt 1933; Hess & Jasper 1995; Hill 2009; Ito 2004; Jacobs 2013; Jacobs 2014; Jacobs 2014; Jacobs, Davis & Renandya 1997 (Chapters 3,8,13); Jung 2009; Kano 2015; Kawate 2004; Kelly 1969; Kong 2010; Korlinska 1973; Krashen 1981; Krashen 1993b; Lado 2009; Lao & Krashen 2000; Leow 2009; Lida & Smith 2001; Mayora, Nieves & Ojeda 2014; McLean 2014; McQuillan & Conde 1996; Mikulecky 2009; Nash & Yuan 1992/93; Nation & Deweerdt 2001; Nuttall 1996; Pino-Silva 2006; Poulshock 2010; Pulverness 2009; Rees 1992; Reynolds 2004; Robb 2001; Robb 2009; Rodrigo 1997; Rodrigo, Greenberg, Burke, Hall, Berry, Brinck, Joseph & Oby 2007; Ronnqvist & Sell 1994; Schmidt 1996; Schmitt 2008; Sheu 2003; Sheu 2004; Shivasubramaniam 2009; Takase 2009; Tan & Kan 1997; Toh & Raja 1997; Uden, Schmitt & Schmitt 2014; Ujiie & Krashen 1996; Webb & Macalister 2013; Widodo 2009; Wilson 1937; Wong 1993; Wu 2006; Wu 2009; You & Chen 2009;

Language learner literature

Allan 2009; Bamford 1984; Barfield 1998; Beglar, Hunt & Kite 2012; Brumfit 1979; Burling 1968; Burling 1978; Burling 1982; Claridge 2012; Crossley, Allen & McNamara 2012; Day & Bamford 1998; Derewianka 1997; Edinburgh Project on Extensive Reading 1981-present; Elmaliach 1992; Fujigaki 2009; Hafiz & Tudor 1990; Hedge 1985; Hill 1997a; Hill 1997b; Hill 2001; Hill 2008; Hill 2009; Hill 2013; Hill & Reid Thomas 1988a; Hill & Reid Thomas 1988b; Hill & Reid Thomas 1989; Hitosugi & Day 2004; Ito 2004; Ji 1998; Ji 1999; Ji 2000; Kitao, Yamamoto, Kitao & Shimatani 1990; Korlinska 1973; LeLoup & Penteiro 2005; Lituanas 1997; Moses 2000; Nation & Wang 1999; Reid Thomas & Hill 1993; Schmitt 2008; Sheu 2004; Simensen 1987; Susser & Robb 1990; Tabata-Sandom 2013; Takase 2009; Tan & Kan 1997; Tanaka & Stapleton 2007; Tomlinson 1998; Walker 1997; Wan-a-rom 2008; Waring 1997; Webb & Macalister 2013; Wodinsky & Nation 1988;

Student-made reading materials

Day & Bamford 1998; Douglas 1996; Dupuy & McQuillan 1993; Dupuy & McQuillan 1997; Jacobs, Davis & Renandya 1997 (Chapters 12,14,16); Mak, Coniam, & Chan 2008; Malgwi 1999; Shen 2008;

Socio-cultural issues

Societies and cultures have their own practices and attitudes toward literacy, and these may need to be considered by educators introducing and using extensive reading. Issues include the selection of reading materials that match students' cultural background.

Al-Hamoud & Schmitt 2009; Al-Nujaidi 2003; Aleksandrowicz-Pędich 2009; Ambatchew 2004; Bamford & Day 1998; Bouchaal 2001; Brown 1994; Byun 2010; Cheah 1996; Cheah 1997; Cunningham 1991; David & Dumanig 2009; Davidson, Ogle, Ross, Tuhaka & Ng 1997; Elley 1984; Elley 1991; Elley 2000; Eskey 2002; Fredricks 2007; Fredricks & Sobko 2008; Gaudart 1994; Grabe 1986; Hickey 1991; Jacobs, Davis & Renandya 1997 (Chapters 2,4); Malgwi 1999; Maxim 1999; Mukundan, Ting & Ali 1998; Ng 1996; Pulverness 2009; Raj & Hunt 1990; Ramaiah 1994; Robb 2002; Rodriguez-Trujillo 1996; Saleem 2010; Schon, Hopkins & Vojir 1984; Shen 2008; Strong 1996; Stuart 1990; Toh & Raja 1997; Trotter 1936; Tup & Shu 1997; Williams 2007; Wong 2001; Wu 2009;

Student-student collaboration

These works include suggestions for activities involving collaboration by learners, as when, for example, they motivate one another to read and discuss what they have read.

Benson 2014; Day 1993; Day & Bamford 1998; Dupuy 1998; Dupuy, Tse & Cook 1996; Fredricks 2007; Furr 2007; Gee 1996 1999; Greenwood 1988; Heal 1998; Hedge 1985; Helgesen 1997; Hess & Jasper 1995; Hill & Van Horn 1997; Hsui 2000; Jacobs & Renandya 2015; Jacobs & Gallo 2002; Jacobs, Davis & Renandya 1997 (Chapters 7,9,10,12,15); Kawate 2004; Kerechuk & Velloso Ribeiro 1984; Lie 1997; Lipp 1990; MacGillivray, Tse & McQuillan 1995; Mak, Coniam, & Chan 2008; McQuillan 1996; McQuillan & Tse 1997; Parker & Turner 1987; Parrott 1987; Rodgers 1997; Samway, Whang, & Pippitt 1995; Sim-Goh, Cockburn & Isbister 1997; Smith 1997; Strong 1996;; Widodo 2009; Wong 1993; Wood, Roser & Martinez 2001; Zhang 2004;

Vocabulary

These are investigations and discussions of how vocabulary may be learned incidentally while reading. Some of these studies investigate ways of making incidental learning more efficient, perhaps by supplementing it with intentional learning.

2003; Al-Hamoud & Schmitt 2009; Alessi & Dwyer 2008; Allan 2009; Alshamrani 2003; Alshwairkh 2004; Anderson 1996; Augustyn 2013; Bagster-Collins 1933; Bamford & Day 1998; Brown, Waring & Donkaewbua 2008; Bruton 2002; Chew 2003; Cho & Krashen 1994; Chow 2000; Chun, Choi & Kim 2012; Coady 1997; Cobb 2007; Cobb 2008; Davidson 2002; Day, Omura & Hiramatsu 1991; de Morgado 2009; Dupuy 1997a; Dupuy & Krashen 1997; Elley 1991; Gardner 2004; Gardner 2008; Grabe 1991; Grabe & Stoller 1997; Hayashi 1999b; Horst 2000; Horst 2005; Horst, Cobb & Meara 1998; Huang 2007; Huckin & Coady 1999; Hunt & Beglar 2007; Karlin & Romanko 2010; Karp 2002; Khonamri & Roostaee 2014; Klapper 1992c; Krashen 1993b; Kweon & Kim 2008; Lai 1993a; Laufer 2003; Lee 2005; Lee 2006; Lehmann 2007; Leung 2002; Lightbown et al 2002; Marianne 2007; Marshall & Gilmour 1993; Mason 2006; McQuillan 1996; McQuillan & Krashen 2008; Min 2008; Min 2013; Moore 1942; Moore 1943; Murata 2006; Nation 2002; Nation 2015; Nation & Wang 1999; Nation & Deweerdt 2001; Parry 1991; Petrimoulx 1988; Pigada & Schmitt 2006; Pitts, White & Krashen 1989; Poulshock 2010; Prichard 2008; Pudilo & Hambrick 2008; Raptis 1997; Rodrigo & McQuillan 1999; Rosszell 2007; Rott 1999; Saragi, Nation & Meister 1978; Schmitt 2008; Sheu 2003; Smith 2006; Sonbul & Schmitt 2010; Stewart 2006; Suk 2016; Taylor 2013; Tekmen & Daloglu 2006; Tomlinson 1998; Tran 2006; Vidal 2011; Wan-a-rom 2008; Waring 2009; Webb 2008; Webb 2015; Webb & Chang 2015; Wesche & Paribakht 1994; Wodinsky & Nation 1988; Yamazaki 1996; Yoshida 2006; Zimmerman 1997;

Writing

These are studies of the impact of extensive reading on L2 writing ability.

Al-Rajhi 2004; Caruso 1994; Cecilia & Ojeda 2005; Constantino 1995; Elley 1991; Hafiz & Tudor 1989; Hafiz & Tudor 1990; Han 2010; Hedgcock 1992; Irvine 2006; Janopoulos 1986; Janopoulos 2009; Krashen 1993b; Krieger 1991; Lai 1993a; Lai 1993b; Lau 2000; Lee & Hsu 2009; Lee & Hsu 2009; Lee & Krashen 1996; Lightbown et al 2002; Mason 2004; Mason & Krashen 1997b; Mason & Krashen, in press ; Mermelstein 2015; Park & Ro 2015; Saleem 2010; Smith 2010; Susser & Robb 1989; Tsang 1996; Tsang 1997; Tudor & Hafiz 1989;

Younger learners

Unlike most works in this bibliography which are concerned with extensive reading by young adults and adults, these works are studies and descriptions of extensive reading programs with younger learners.

Anderson 1996; Cheah 1996; Cheah 1997; Davidson, Ogle, Ross, Tuhaka & Ng 1997; DiMarzio & Coustan 1996; Elley 1984; Elley & Mangubhai 1981; Elley & Mangubhai 1983; Gee 1999; Hickey 1991; Hong 1997; Hudelson 1984; Irvine 2006; Jacobs, Davis & Renandya 1997 (Chapters 6,7,11,12,14); Latha 1999; Li 2007; Lightbown et al 2002; Mak, Coniam, & Chan 2008; Mangubhai & Elley 1982; Mok 1994; Ng 1994; Ng 1996; Nishino 2007; Pucci 1998; Rodgers 1997; Sim-Goh, Cockburn & Isbister 1997; Tiey, Idamban & Jacobs 1997; Yu, Chiu, Siu & Yau 1994;