ERF Mini-Conferences 2016

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These events are designed to familiarize English instructors and administrators with the many benefits that can accrue through the adoption of an Extensive Reading program in schools and universities.

There is no pre-registration and attendance is free of charge.

Speakers

Dr. Rob Waring (Ph.D., U. of Wales,) is a professor at Notre Dame Seishin University, Japan, is a leading researcher, graded reader author and editor and the administrator of the http://er-central.com website. He is on the Executive Board of the ERF, and a frequent speaker at conferences around the world.

Dr. Thomas Robb (Ph.D., U. of Hawaii at Manoa) is a professor at Kyoto Sangyo University, Japan. He is currently Chair of the ERF and the creator of http://MReader.org website. He is widely published in the fields of Extensive Reading and CALL (Computer Assisted Language Learning).

Vuong Ho Vuong Ho holds a Master’s degree in Curriculum and Instruction at the University of Houston, and teaches at the University of Information Technology, Vietnam National University-Ho Chi Minh City. She was awarded a full scholarship to participate in the Third World Congress in Extensive Reading in Dubai in 2015.

Dr. Makimi Kano (Ph.D., Osaka Univ) is an Associate Professor at Kyoto Sangyo University and specializes in corpus-based research and extensive reading.

Heather Doiron (M.Ed, University of New Brunswick) teaches at Nanzan University in Nagoya, Japan. She is an officer with the JALT Extensive Reading Special Interest Group. Her research interests include, extensive and expansive reading, as well as the activation of prior knowledge

Presentations

Why Extensive Reading?
Rob Waring

Extensive reading (ER) is booming in Asia. This session starts by contrasting intensive reading based on a careful reading of a text often with translation and lots of vocabulary and grammar work, with Extensive Reading. Extensive Reading by contrast, builds reading fluency and reading speed so learners can read better and more smoothly. Its focus is on developing the skill of reading. There is no right way to do Extensive Reading and several methods will be introduced.

Implementing Extensive Reading with your Students
Thomas Robb

While Extensive Reading has been proven to result in faster reading, higher comprehension and greater vocabulary acquisition than more traditional methods, actually implementing it in schools can be challenging. This presentation will discuss the factors that need to be considered in order to implement an effective Extensive Reading program. Factors such as book management, teacher ‘buy in’, monitoring and follow-up activities will be discussed.

How to choose what to read
Rob Waring

This session will focus on how teachers and students can select the best reading materials that promotes reading extensively.  We will look at some reading materials to see how they were written and with what goals in terms of building reading speed and fluency. We then will find out how to select the right level of reading materials at various ability levels. Then we look at some ways to build and manage a reading library.

Getting them to do it
Thomas Robb

While there are always some students that are enthusiastic about learning language and give it high priority, the unfortunate truth is that most students will not make the time to do additional work outside of class and this is where most Extensive Reading takes place. Follow up activities are thus required for an effective program. This presentation will discuss in-class activities such a presentations & discussions, as well as reports and quizzes, including the MReader.org online software.

An Overview of the Extensive Reading Program at the University of Education, HCMC
Vuong Ho

The presenter will provide an overview of how she implemented an Extensive Reading program at her university and evaluate its success.

The Effects of In-class Reading Activities on Learners’ Reading Habits and Language Development in ER (Danang only)
Makimi Kano

Extensive Reading (ER) is widely accepted as an effective assignment in many university English curricula worldwide, and also there have been positive results on RWL (reading while listening). To verify the effectiveness of ER and RWL, we carried out a research on three different groups: the one doing ER, another RWL, and the other intensive reading for 15 minutes in every class time. The presentation describes the procedure and the results in terms of their vocabulary and reading speed development over the semester.

Extensive Reading: A foundation for fluency (Hanoi only)
Heather Doiron 

Providing meaningful fluency-building activities for oral communication students who only meet once a week presents several challenges in the EFL classroom. This session will be useful for teachers who wish to use extensive reading to engage students in fluency building activities. The presenter will show how extensive reading can be the foundation for the scaffolding of vocabulary instruction, conversation activities, and oral presentations. Attendees of this presentation will encounter the presenter’s interactive approach to extensive reading in oral communication classes.

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