Does Sustained Silent Reading Result in a Long-Term Reading Habit?

Abstract

 The goal of reading programs is to help students become lifetime readers, which guarantees their improvement in language and literacy long after they finish school. Cho and Krashen (2016) concluded that five conditions are necessary for this to happen: (1) A pleasant initial reading experience; (2) Time to read; (3) A place to read; (4) Self-selection of reading material; (5) No test, no workbook exercises and no rewards for reading. In this study, condition (1) was satisfied, but subjects did not establish a long-term reading habit, confirming that a pleasant initial reading experience is not enough. This conclusion was supported by subjects’ comments. 

Keywords

• Long-term reading habit,book access,pleasant reading experience,selfselected reading

Kaynakça

1. Cho, K.S. & Krashen, S. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662-667.
2. Cho, K.S. & Krashen, S. (1995a). From Sweet Valley Kids to Harlequins in one year. California English,1(1), 18-19.
3. Cho, K.S. & Krashen, S. (1995b). Becoming a dragon: Progress in English as a second language through narrow free voluntary reading. California Reader, 29, 9-10.
4. Cho, K.S. & Krashen, S. (2001). Sustained silent reading experiences among Korean teachers of English as a foreign language: The effect of a single exposure to interesting, comprehensible reading. Reading Improvement, 38(4), 170-174.
5. Cho, K.S. & Krashen, S. (2016). What does it take to develop a long-term pleasure reading habit? Turkish Online Journal of English Language Teaching, 1(1), 1-9. http://dergipark.gov.tr/tojelt/issue/31100
6. Cho, K.S. (2017). Five sessions of SSR: The impact of a short pleasure reading experience on reading attitude. The International Journal of Foreign Language Teaching, 12 (1), 1-8.
7. Greaney, V., & M. Clarke, M. (1973). A longitudinal study of the effects of two reading methods on leisure-time reading habits. In Reading: What of the future? ed. D. Moyle. London: United Kingdom Reading Association. pp. 107-114.
8. Kim, J. & Krashen, S. (2000). Another home run. California English, 6(2). Krashen, S. (2004). The power of reading. Santa Barbara: Libraries Unlimited (second edition).

9. Lee, S.Y. (2007). Revelations from three consecutive studies on extensive reading. RELC Journal 38 (2),150-170.
10. Mason, B. & Krashen, S. (2017). Self-selected reading and TOEIC performance. Evidence from case histories. Shitennoji University Bulletin, 63, 469-475.
11. Smith, K. (2011). Integrating one-hour of in-school weekly SSR: Effects on proficiency and spelling. The International Journal of Foreign Language Teaching 7(1), 1-7.
12. Thomas, V. N. (1938). Extensive reading in practice. The English Journal 2(7),574-579.
13. Trelease, J. (2001). The read-aloud handbook. New York: Penguin. Fourth Edition.
14. Ujiie, J. & Krashen, S. (2002). Home run books and reading enjoyment. Knowledge Quest 31(1), 36-37.
15. Von Sprecken, D., Kim, J. & Krashen, S. (2000). The home run book: Can one positive reading experience create a reader? California School Library Journal, 23(2), 8-9.
16. Weisenberger, K.D. & Birlem, E.D. (1989). SSR: Its effects on students’ reading habits after they complete the program. Reading Horizons 29(3),162-166.