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Annotated Bibliography of Works on Extensive Reading in a Second Language

Archivists

Julian BAMFORD Bunkyo University; bamford@shonan.bunkyo.ac.jp [1999-]
Meng Huat CHAU Universiti Teknologi Malaysia; chaumenghuat@hotmail.com [2002-]
George M JACOBS JF New Paradigm Education; gmjacobs@pacific.net.sg [1998-]
Willy A RENANDYA  SEAMEO Regional Language Centre (RELC); willyr@relc.org.sg [1998-]
Thomas N ROBB Kyoto Sangyo University; trobb@cc.kyoto-su.ac.jp [2000-]

Revised, January 2005

Introduction

In this bibliography, we have attempted to compile references and abstracts for works of various kinds related to the use of extensive reading in second language education. The term second language is intended to include foreign language. A small number of works on heritage language education are included. A heritage language can be defined as a language not used by the dominant culture, but used by the family or associated with the culture of the students' heritage.

We compiled the bibliography, first of all, for ourselves, because we knew it would be useful for our own research, programme development, academic publications, conference papers and workshops, and courses we teach for teachers and for second language learners. Also, we hope it will save us time when people ask us about extensive reading. If the bibliography would benefit us, perhaps others too would benefit.

When it came to deciding what to include in the bibliography, our key criterion was accessibility. For this reason we did not include dissertations and conference papers unless available via ERIC or Proquest (formally University Microfilms). The serial number of dissertations available via Proquest are listed starting with the abbreviation "UMI".

This bibliography is an on-going project that will, with your kind assistance, be updated at irregular intervals. We welcome feedback and additions. If you wish to suggest an addition, we would appreciate it if you could send us a copy of the document at the addresses above and try your hand at writing an abstract if one is not already included. Also, we are actively seeking people to join us in maintaining the bibliography. Please contact us if you are interested.

The abstracts came from five sources:

  1. When there was no abstract and we wrote one, this was noted by *. These abstracts may incorporate the authors' words.
  2. When there was no abstract and we used the introduction to the piece, some part thereof, or something from another part of the work as the abstract, this was noted by **.
  3. When the abstract came from ERIC, this was noted by ***. To search the ERIC Database and order ERIC Documents ERIC on the Internet visit their Website at http://edrs.com.
  4. When the author wrote an abstract especially for this bibliography, this was noted by ****.
  5. When an abstract accompanied the article, chapter, paper, or book, that abstract was used. No asterisk accompanies such abstracts.

We realize that those educationists without access to well-stocked libraries will still have difficulties obtaining all the works included in the bibliography. We have thus made an attempt to include works that might be difficult to find for most educators interested in extensive reading. These works are indicated by a #. For a copy of such works, email Julian Bamford at bamford@shonan.bunkyo.ac.jp. Tell him your address and how you wish the copy to be mailed (express, standard airmail, surface mail). He will inform you of any copying and mailing charges.

Email addresses of authors of works in this bibliography, as of May 1999, are available here.



How to view the bibliography

There are several ways to access the bibliography:

  • Click here to display the entire bibliography (280kb) in chronological order or alphabetical order by author, so you can scroll through all the abstracts.
  • If searching for abstracts by a particular author or in a specific year, enter either the author's surname or the year (as 4 digits) in the search window, then click "Display".
  • Enter a word or two from the title. Titles containing that exact word or phrase will be displayed.
  • Use the subject index below to view individual or groups of abstracts. In the subject index, click on an individual item to display its abstract.
  • Place a check mark in one or more subject index categories, then click "Display" or "D" to display all the abstracts in those categories.

Subject Index

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.)


Search by author surname, year of publication, or title words:

Adapting texts

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

1987; Aston & Christian 1974; Bamford 1984; Bamford 1985; Bouman 1985; Brumfit 1985; Collins (Pub.) 1978; Davies 1984;Dawson 2002; Day & Bamford 1998; Gaudart 1994;Harcourt Brace Jovanovich (Pub.) 1986; Hermes 1978a; Hirsh & Nation 1992;Horst, Cobb & Meara 1998; Karp 2002; Longman 1968; Milne 1977; Simensen 1987; Tweissi 1998;West 1964; Young 1999;

Affect

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

Alshamrani 2003;Bamford & Day 1998;Cho & Krashen 2001; Collins 1980;Constantino 1995; Crawford Camiciottoli 2001;Davis, Carbon Gorell, Kline & Hsieh 1992;Day & Bamford 1998; Dupuy 1997a;Dupuy 1997c;Elley 1991;Elley 1996;Fox 1990; Gee 1999; Heal 1998; Hedge 1985; Hickey 1991;Jacobs, Davis & Renandya 1997 (Chapter 17); Kim & Krashen 1997;Kitao, Yamamoto, Kitao & Shimatani 1990;Krashen 1995;Krashen & Cho 1995;Kutiper 1983; Lightbown et al 2002;Lipp 1990; Maamouri 2003;MacGillivray, Tse & McQuillan 1995; Mason & Krashen 1997a;McQuillan 1994;McQuillan 1996;McQuillan & Conde 1996;Mori 2002;Nash & Yuan 1992/93;Nation 1997;Pilgreen & Krashen 1993;Rane-Szostak 1997; Raz 2000; Renandya, Rajan & Jacobs 1999;Rivers 1972; Robb & Susser 1989;Rodrigo 1997;Schon, Hopkins & Davis 1982;Schon, Hopkins & Vojir 1984;Schon, Hopkins & Vojir 1985;Shemesh 1996; Sheu 2003;Sheu 2004;Tse 1996a; Tse 1996b;Von Sprecken, Kim & Krashen 2000; Waring 1997; Yamashita 2004;Yang 2001;Yu 1996/1997;

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; 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; Milne 1977; Mukundan, Ting & Ali 1998; Powell 2002;Raj & Hunt 1990; Schmidt 1996; Tadman 1980;

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; Elley 1991;Hafiz & Tudor 1989;Hafiz & Tudor 1990;Krashen 1981; Krashen 1993a;Krashen 1995;Krashen 1997;Krashen 1995; Krashen 1989; Krashen & Cho 1995;Lai 1993a;Lee, Krashen & Gribbons 1996;Lightbown et al 2002;Mason & Krashen, in press ;McQuillan & Rodrigo 1995;McQuillan & Tse 1998;Schmidt 1996; Sheu 2003;Stokes, Krashen & Kartchner 1998;

Grammar

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

Elley 1991;Elley & Mangubhai 1981;Elley & Mangubhai 1983;Grabe 1991;Hafiz & Tudor 1990;Krashen 1997;Lee, Krashen & Gribbons 1996;Lightbown et al 2002;Sheu 2003;Stokes, Krashen & Kartchner 1998;Tudor & Hafiz 1989,1989;

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; Bamford 1992; Bamford & Day 1997; Bamford & Welch 1993; Barfield 2000; Barrett & Datesman 1992; Bell 1998; Bright, J. A., & McGregor 1970; Broughton, Brumfit, Flavel, Hill & Pincas 1978; Bruton 2002; Busacker 1975; Cheah 1998; Cliffe 1990; Cline 1985; Constantino 1995; Cunningham 1991; Davis 1995; Dawes 1979; Dawson 2002; Day 1993; Day & Bamford 1998; Day & Bamford 2000; Dupuy 1997b;Dupuy 1998; Dupuy, Tse & Cook 1996; Edinburgh Project on Extensive Reading 1992; Ellis & McRae 1991; Eskey 1973; Fox 1990; Gee 1999; Grabe 2002; Grabe & Stoller 2001; Hayashi 1999;Heal 1998; Hedge 1985; Helgesen 1997; Hermes 1978b; Hess & Jasper 1995; Hill 1997c; Hill & Van Horn 1997; Hong 1997; Hsui 1994; Hsui 2000; Ikeda & Mason 1994;Jacobs, Davis & Renandya 1997 (Chapters 1,2,4,5,6,9,10,11,15); Jensen 1986; Jurkovac 1997; Kembo 1993; Kim & Krashen 1997;Kita, Eshel et al. 1996;Kitao & Shimatani 1988; Kitao, Yamamoto, Kitao & Shimatani 1990;Klapper 1992; Klapper 1992b; Klapper 1992c; Krashen 1993b;Krashen 2002; LaBrant 1938; Latha 1999; Lida & Smith 2001; Lie 1997; Lipp 1990; Livingstone, Pike, Tadman, Tunnacliffe & King 1987; MacGillivray, Tse & McQuillan 1995; Marom 1996; Marshall & Gilmour 1993; Mason & Pendergast 1997; McCracken 1971; McQuillan & Tse 1998; McQuillan & Tse 1997; Milne 1977; Mok 1994; Mukundan, Ting & Ali 1998; Nash & Yuan 1992/93; Nation 2002; Ng & Sullivan 2001;Nuttall 1996; Parker & Turner 1987; Parrott 1987; Piechorowski 1979; Pino-Silva 1992; Powell 2002;Prowse 2002; Rivers 1968; Robb 2001; Rodrigo 1997; Rowe 1996; Samuels 1979; Schmidt 1996; Seow 1999; Shanefield 1986; Shelton 2004; Shemesh 1996; Shlayer 1996; Smith 1997; Stoller 1986; Strong 1996; Stuart 1990; Susser & Robb 1989; Tadman 1980; Tiey, Idamban & Jacobs 1997; Tsang 1997; Tse 1996a; Tup & Shu 1997; U 2001; Waring 1997; Wolkinson & Burchfield 1998; Yamanaka 1997; Yu 1993; Yu 1995,; Yu 1997; Zhang 1997;

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; Cho & Krashen 2001; Crawford Camiciottoli 2001;Dupuy 1997b;Dupuy, Tse & Cook 1996; Gee 1999; Hsui 1994; Jacobs, Davis & Renandya 1997 (Chapter 17); Krashen & Cho 1995;Lai 1993a;McQuillan & Conde 1996;Rane-Szostak 1997; Rivers 1972; Rodrigo & McQuillan 1999;Romney, Romney & Menzies 1995;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.)

Azabdaftari 1992; Bamford & Day 1998;Bearne 1988; Bell 1998; Benson 1991;Brusch 1991;Cho & Krashen 1994;Cho & Krashen 1995;Collet al. 1991;Constantino 1995; Constantino 1994; Constantino, Lee, Cho & Krashen 1997;Davis 1995; Dawson 2002; 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; Grabe 1986; Grabe 1991;Gradman & Hanania 1991;Hafiz & Tudor 1989;Hafiz & Tudor 1990;Hedge 1985; Kim & Krashen 1998;Krashen 1993a;Krashen 1993b;Krashen 1995;Krashen 1997;Krashen 1994; Krashen & Cho 1995;Krashen, Terrell, Ehrman & Herzog 1984; Lee, Krashen & Gribbons 1996;Leung 2002; Lightbown et al 2002;Mason & Krashen 1997b;Mason & Krashen, in press ;Mason & Pendergast 1991;Maxim 1999;McQuillan 1994;McQuillan 1998;McQuillan & Rodrigo 1995;McQuillan & Tse 1998; Mok 1994; Mukundan, Ting & Ali 1998; Nation 1997;Ng 1994; Ng 1996; Ng & Sullivan 2001;O'Sullivan 1992; O'Sullivan 1987; Piechorowski 1979; Prowse 1999; Renandya, Rajan & Jacobs 1999;Rivers 1964; Rivers 1968; Rodrigo 1997;Rodrigo & McQuillan 1999;Schackne 1994;Sheu 2003;Stokes, Krashen & Kartchner 1998;Strong 1996; Tsang 1997;Tse 1996b;Tudor & Hafiz 1989;Yamashita 2004;Yang 2001;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.

Anderson 1996;Bamford & Day 1997; Bamford & Day 1998;Bell 2001;Broughton, Brumfit, Flavel, Hill & Pincas 1978; Bruton 2002; Carrell & Carson 1997; Constantino 1995; Davis 1995; Day & Bamford 1998;Dupuy 1997a;Dupuy 1997b;Edinburgh Project on Extensive Reading 1992; Elley 1984;Elley 1996;Eskey 1973; Eskey 1987; Eskey 2002; Grabe 1986; Grabe 2002; Grabe 1991;Grabe & Stoller 2001; Hafiz & Tudor 1989;Hassan 2002; Hassan 2002; Hayashi 1999;Hedge 1985; Hyland 1990; Ikeda & Mason 1994;Klapper 1992; Klapper 1992a; Krashen 1988;Krashen 1993a;Krashen 1993b;Krashen 1995;Krashen 1997;Kutiper 1983; Lai 1993a;Lai 1993b;Laufer-Dvorkin 1981;Lightbown et al 2002;Lituanas, Jacobs, & Renandya 1999;Maxim 1999;Moore 1943; Nash & Yuan 1992/93;Nation 1997;Nuttall 1996; O'Sullivan 1992; Pilgreen & Krashen 1993;Pucci 1998;Raemer 1996;Ramaiah 1994; Rees 1992;Robb & Susser 1989;Rodrigo 1997;Schackne 1994;Schon, Hopkins & Davis 1982;Schon, Hopkins & Vojir 1984;Schon, Hopkins & Vojir 1985;Sheu 2003;Shlayer 1996; Susser & Robb 1990;Tudor & Hafiz 1989; Walker 1997;Yamanaka 1997.; Yamashita 2004;

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;Novak 1982; 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.

Anderson 1971; Bamford & Day 1997; Benson 1991;Brown 1988; Brown 1994; Brusch 1991;Cho & Krashen 1994;Day & Bamford 1998; Dunning 1988; Dupuy & McQuillan 1993; Dupuy, Tse & Cook 1996; Edinburgh Project on Extensive Reading 1992; Gaudart 1994;Ghosn 202; Hess & Jasper 1995; Jacobs, Davis & Renandya 1997 (Chapters 3,8,13); Kitao, Yamamoto, Kitao & Shimatani 1990; Klapper 1992; Krashen 1981; Krashen 1993b;Lao & Krashen 2000;Lida & Smith 2001; Nash & Yuan 1992/93; Nuttall 1996; Rees 1992;Robb 2001; Rodrigo 1997; Ronnqvist & Sell 1994; Schmidt 1996; Sheu 2003;Sheu 2004;Tan & Kan 1997; Toh & Raja 1997.; Ujiie & Krashen 1996;

Language learner literature

Bamford 1984;Barfield 1998; Burling 1968, 1978 1982; Day & Bamford 1998; Derewianka 1997; Edinburgh Project on Extensive Reading 1981-present; Elmaliach 1992; Hafiz & Tudor 1990;Hedge 1985; Hill 1997a; Hill 1997b; Hill & Reid Thomas 1988a; Hill & Reid Thomas 1988b; Hill & Reid Thomas 1989; Ji 1998; Ji 1999; Ji 2000; Kitao, Yamamoto, Kitao & Shimatani 1990;Lituanas 1997; Nation & Wang 1999;Reid Thomas & Hill 1993; Sheu 2004;Simensen 1987; Susser & Robb 1990;Tan & Kan 1997; Tomlinson 1998; Walker 1997;Waring 1997; 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); Malgwi 1999.;

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.

Bamford & Day 1998;Brown 1994; Cheah 1996; Cheah 1997; Cunningham 1991; Davidson, Ogle, Ross, Tuhaka & Ng 1997; Elley 1984;Elley 1991;Eskey 2002; Gaudart 1994;Grabe 1986; Hickey 1991;Jacobs, Davis & Renandya 1997 (Chapters 2,4); Malgwi 1999; Maxim 1999;Mukundan, Ting & Ali 1998; Ng 1996; Raj & Hunt 1990; Ramaiah 1994; Robb 2002; Schon, Hopkins & Vojir 1984;Strong 1996; Stuart 1990; Toh & Raja 1997.; Tup & Shu 1997; Wong 2001;

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.

Day 1993; Day & Bamford 1998; Dupuy 1998; Dupuy, Tse & Cook 1996; Gee 1996 1999; Greenwood 1988; Heal 1998; Hedge 1985; Helgesen 1997; Hess & Jasper 1995; Hill & Van Horn 1997; Hsui 2000; Jacobs & Gallo 2002; Jacobs, Davis & Renandya 1997 (Chapters 7,9,10,12,15); Kerechuk & Velloso Ribeiro 1984; Lie 1997; Lipp 1990; MacGillivray, Tse & McQuillan 1995; 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;; Wood, Roser & Martinez 2001.;

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.

Alshamrani 2003;Anderson 1996;Bamford & Day 1998;Bruton 2002; Cho & Krashen 1994;Coady 1997; Day, Omura & Hiramatsu 1991;Dupuy 1997a;Dupuy & Krashen 1993;Elley 1991;Gardner 2004;Grabe 1991;Hayashi 1999;Horst 2000;Horst, Cobb & Meara 1998;Huckin & Coady 1999; Karp 2002; Krashen 1993b;Lai 1993a;Leung 2002; Lightbown et al 2002;Marshall & Gilmour 1993; McQuillan 1996;Nation 2002; Nation & Wang 1999;Pitts, White & Krashen 1989;Raptis 1997;Rodrigo & McQuillan 1999;Rott 1999;Saragi, Nation & Meister 1978;Sheu 2003;Tomlinson 1998; Wesche & Paribakht 1994;Wodinsky & Nation 1988;Zimmerman 1997;

Writing

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

Constantino 1995; Elley 1991;Hafiz & Tudor 1989;Hafiz & Tudor 1990;Hedgcock 1992;Janopoulos 1986;Krashen 1993b;Krieger 1991; Lai 1993a;Lai 1993b;Lee & Krashen 1996;Lightbown et al 2002;Mason & Krashen 1997b;Mason & Krashen, in press ;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; Jacobs, Davis & Renandya 1997 (Chapters 6,7,11,12,14); Latha 1999; Lightbown et al 2002;Mok 1994; Ng 1994; Ng 1996; Pucci 1998;Rodgers 1997; Sim-Goh, Cockburn & Isbister 1997; Tiey, Idamban & Jacobs 1997;