ISSN 2165-4239

Extensive Reading World Congress Proceedings

The Proceeding of the First Extensive Reading World Congress, held in Kyoto, Japan, September 3-6, 2011.

Published by the Extensive Reading Foundation and the Extensive Reading Special Interest Group of the Japan Association for Language Teaching.

Index

In alphabetical order by first author

Approaches to implementing Extensive Reading under difficult circumstances: ERWC1 scholarship recipients
Sepideh ALAVI, HE Mu, Leonardi Lucky KURINIAWAN, Geruel RIVADENIERA


The effect of using MoodleReader on incidental vocabulary acquisition of Iranian EFL learners
Sepideh ALAVI and Afsaneh KEYVANSHEKOUH


The effects of Extensive Reading on the breadth and depth of vocabulary knowledge and reading speed
Faisal A. AL-HOMOUD and Moneera S. ALSALLOUM


Not all books are created equal: How to set realistic targets and give grades to learners of different reading levels
John BANKIER


Implementing the MoodleReader Module
Aaron P CAMPBELL


Bridging the gap between readers and native speaker literature
Matthew CLAFLIN


How can I get Extensive Reading into my local library? Background, challenges and possible approaches
Matthew CLAFLIN


Setting up a high school Extensive Reading class: Common problems and their solutions
Marsha CLARK


Teachers’ impact on students’ Extensive Reading behavior
Robert CROKER and Junko YAMANAKA


Components of pre- and post-reading interest in graded readers
John EIDSWICK, Greg ROUAULT and Max PRAVER


The effects of Extensive Reading on adult reading behavior and proficiency in an intensive English program
Doreen EWERT


Reading speed and learner autonomy
Emilia FUJIGAKI


Reading strategy instruction and Extensive Reading in Japanese high school education: An introductory course in Jonan-Ryoso High School
Georgios GEORGIOU, Yasushi TSUBOTA, Yoshitaka SUGIMOTO and Masatake DANTSUJI


MoodleReader at Kyoto Sangyo University: Why is the program working for some, but not for others?
Amanda GILLIS-FURUTAKA


Pronunciation activities in Extensive Reading classes
Myles GROGAN


Investigating the effects of outside reading on reading tendency and English proficiency
Siao-cing GUO


Attitudes toward Extensive Reading throughout a semester at Soka University
Gota HAYASHI


Challenges in implementing Extensive Reading in Shanghai senior high schools
HE Mu and Christopher F. GREEN


Extensive Writing: Another fluency approach for EFL learners
Steven HERDER and Rebecca KING


Bridging the gap between Extensive Reading and linguistics: Are the five sentence types enough?
HIRAI Daisuke


Designing task-oriented online reading activities: Taiwanese EFL students’ experiences and views on online EFL reading activities
Yu-Hsiu HUANG


How Extensive Reading, reading span, and reading speed are interrelated
IMAMURA Kazuhiro


How word count counts in EFL Extensive Reading
Minami KANDA


Learners' vocabulary levels and their subjective judgment on books
Naoko KAWAKITA and Kayo SHIRASAKA


Extensive Reading: After the honeymoon is over
Rebecca KING and Steven HERDER


Introduction to the Extensive Reading Foundation Online Self-Placement Test
Richard LEMMER, Mark BRIERLEY, Brett REYNOLDS and Rob WARING


The "Power of ONE" campaign in the U.A.E.
Tom LE SEELLEUR and Nick MOORE


Book leveling for Chinese Extensive Reading in primary schools in Singapore
LIN Lin and LI Min


From dependence to autonomy: Extensive Reading marathons
MATSUDA Sae


Analysis of an Extensive Reading approach with Japanese nursing college students
Rieko MATSUOKA and David EVANS


An effective ER program for students with low English ability
MAYUZUMI Michiko


Running an online ER program using Google Docs
Germain MESUREUR and Mark FIRTH


Long and easy are the keys to ER success in EFL settings
NISHIZAWA Hitoshi and YOSHIOKA Takayoshi


Extensive Reading Plus
OKABAYASHI Sono


Bridging the gap between Extensive Reading and Intensive Reading: Vocabulary acquisition
OMURA Yoshihiro


Investigating the effects of Extensive Reading on TOEIC® reading section scores
Byron O’NEILL


The effect of QuickListens and Extensive Listening on EFL listening skill development
Sakae ONODA


Comparison of pedagogical grammar in picture books and English textbooks
Kyoko OTSUKI and Atsuko TAKASE


The longitudinal development of an Extensive Reading program in a Japanese university
Emiko RACHI, Satomi SHIBATA and Peter HOURDEQUIN


Announcing MoodleReader version 2
Thomas ROBB and Rob WARING


Using reading circles to blend independent study with in-class peer interactions
Greg ROUAULT, John EIDSWICK and Max PRAVER


読解テキストの書き換え学習者が読みやすいグレーディッド・リーダー作成を目指し
サンドーム田畑光恵 Mitsue SANDOM-TABATA


Introducing the ERF Graded Reader List
Ken SCHMIDT


Bridging the gap between Extensive Reading and literature
SHIRAKAWA Taikyoku


Incidental vocabulary acquisition from pleasure reading
Brian P. STRONG and T. J. BOUTORWICK


Promoting Extensive Reading through blog-posted book reviews
Joseph TOMEI, Richard S. LAVIN and Paul A. BEAUFAIT


Teachers' motivation to implement Extensive Reading in class
Kyoko UOZUMI and Atsuko TAKASE


Investigating Extensive Listening using graded reader CDs
Jean L. WARE, Miyuki YONEZAWA, Yuka KURIHARA and Jeffrey DURAND


Doing Extensive Listening and shadowing using graded readers with CDs
Jean L. WARE


Bridging the gap between Extensive Reading and Intensive Reading: English education in Japan
YOSHIDA Koji


Proofreaders

Doreen Ewert
John Bankier
Chau Meng Huat
Joseph Tomei
Andrew Archer
Thomas Bieri
Matthew Claflin
Sakae Onoda
Greg Rouault
Ken Schmidt
Rick Lavin
Rieko Matsuoka
Yu-Hsiu Huang
Daniel James
David Ruzicka
Aaron Campbell

Editorial Board

Mark Brierley
Myles Grogan
Peter Hourdequin
Thomas Robb
Atsuko Takase