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 "Display".

Adapting texts

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

Appleton 2004; Aston & Christian 1974; Bagster-Collins 1933; Bamford 1984; Bamford 1985; Bouman 1985; Brumfit 1985; Carrell 1987; Claridge 2005; Collins (Pub.) 1978; Davies 1984; Dawson 2002; Day & Bamford 1998; Gaudart 1994; Harcourt Brace Jovanovich (Pub.) 1986; Hermes 1978a; Hirsh & Nation 1992; Honeyfield 1977; Horst, Cobb & Meara 1998; Karp 2002; Klapper 1992b; Longman 1968; Milne 1977; Simensen 1987; Sun 2003; Tweissi 1998; Wan-a-rom 2008; West 1964; 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-Nujaidi 2003; Alshamrani 2003; Bamford & Day 1998; Bond 1926; Brantmeier 2005; Caruso 1994; 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; Greenberg, Rodrigo, Berry, Brinck & Joseph 2006; Grundy 2004; Heal 1998; Hedge 1985; Hickey 1991; Hitosugi & Day 2004; Jackson 2005; Jacobs, Davis & Renandya 1997 (Chapter 17); Kajinga 2006; Kim & Krashen 1997; Kitao, Yamamoto, Kitao & Shimatani 1990; Klapper 1992b; Krashen 1995; Krashen & Cho 1995; Kutiper 1983; Lee 2005; Liem 2005; 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; Nishino 2007; Pilgreen & Krashen 1993; Powell 2002; Powell 2005; Rane-Szostak 1997; Raz 2000; Renandya, Rajan & Jacobs 1999; Rivers 1972; Robb & Susser 1989; Rodrigo 1997; Schmidt 2007; Schon, Hopkins & Davis 1982; Schon, Hopkins & Vojir 1984; Schon, Hopkins & Vojir 1985; Shemesh 1996; Sheu 2003; Sheu 2004; Sims 1996; Sun 2003; Takase 2003; Takase 2007; Tanaka & Stapleton 2007; Tse 1996a; Tse 1996b; Von Sprecken, Kim & Krashen 2000; Waring 1997; Yamashita 2004; Yamashita 2007; Yamazaki 1996; Yang 2001; 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; 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; 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 1993a; Lee 2005; Lee, Krashen & Gribbons 1996; Lightbown et al 2002; Mason 2003; Mason 2005; Mason 2005; Mason & Krashen 2004; Mason & Krashen, in press ; McQuillan & Rodrigo 1995; McQuillan & Tse 1998; Min 2008; Renandya 2007; Rodrigo, Krashen & Gribbons 2004; Schmidt 1996; Sheu 2003; Stokes, Krashen & Kartchner 1998;

Grammar

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

Caruso 1994; Elley 1991; Elley & Mangubhai 1981; Elley & Mangubhai 1983; Grabe 1991; Hafiz & Tudor 1990; 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; Anthony 1943; 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; Bruton 2002; Busacker 1975; Cecilia & Ojeda 2005; Cheah 1998; Cliffe 1990; Cline 1985; Cobb 2005; Constantino 1995; Cunningham 1991; Davis 1995; Dawes 1979; Dawson 2002; Day 1993; Day 2004; 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; Fritze & Rowan 2005; Furr 2007; Gee 1999; Grabe 2002; Grabe & Stoller 2001; Green 2005; Greenberg, Rodrigo, Berry, Brinck & Joseph 2006; 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, Davis & Renandya 1997 (Chapters 1,2,4,5,6,9,10,11,15); Jensen 1986; Jurkovac 1997; Kembo 1993; Kim & Krashen 1997; King 1969; Kita, Eshel et al. 1996; Kitao & Shimatani 1988; Kitao, Yamamoto, Kitao & Shimatani 1990; Korlinska 1973; Krashen 1993b; Krashen 2002; LaBrant 1938; Latha 1999; Lemmer 2004; Liang 2004; Lida & Smith 2001; Lie 1997; Lipp 1990; Livingstone, Pike, Tadman, Tunnacliffe & King 1987; Mac Coon 1931; MacGillivray, Tse & McQuillan 1995; Marom 1996; Maronpot 1940; Marshall & Gilmour 1993; Mason 2005; 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; Ono, Day & Harsch 2004; Parker & Turner 1987; Parrott 1987; Piechorowski 1979; Pino-Silva 1992; Pino-Silva 2006; Powell 2002; Powell 2005; Prowse 2002; Prowse 2003; Rausch 2004; Reynolds 2004; Rivers 1968; Robb 2001; Rodrigo 1997; Rodrigo, Greenberg, Burke, Hall, Berry, Brinck, Joseph & Oby 2007; Rowe 1996; Samuels 1979; Schmidt 1996; Schmidt 2007; Seow 1999; Shanefield 1986; Shelton 2004; Shemesh 1996; Shlayer 1996; Smith 1997; 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; Waring 1997; White 2007; Wolkinson & Burchfield 1998; Yamanaka 1997; Yu 1993; Yu 1995,; Yu 1997; Yu, Chiu, Siu & Yau 1994; Zhang 1997; 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; Bell 1998; Cheah 1997; Cobb 2005; Derewianka 1997; Evans 1993; Heal 1998; Hess & Jasper 1995; Hickey 1991; Kawate 2004; Klapper 1992c; Krashen 2007; Liang 2004; Pino-Silva 2006; Schmidt 1996; Shemesh 1996; Sun 2003; Tadman 1980;

Languages other than English

These works explore extensive reading in the teaching of languages other than English.
Anthony 1943 (French); Bagster-Collins 1933 (German); Bearne 1988 (Russian); Bond 1926 (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); Hagboldt 1925 (German); Hagboldt 1929 (German); Hagboldt 1933 (German); Handschin 1919 (French, German); 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); O'Sullivan 1992 (--); Pigada & Schmitt 2006 (French); Rees 1992 (French); Reynolds 2004 (Japanese); Rodrigo 1997 (Spanish); Rodrigo & McQuillan 1999 (Spanish); Rodrigo, Krashen & Gribbons 2004 (Spanish); Romney, Romney & Menzies 1995 (French); Schon, Hopkins & Davis 1982 (Spanish); Schon, Hopkins & Vojir 1984 (Spanish); Schon, Hopkins & Vojir 1985 (Spanish); Stokes, Krashen & Kartchner 1998 (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; 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; Lee 2007; Liem 2005; Mason 2006; 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 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; Grabe 1986; Grabe 1991; Gradman & Hanania 1991; Green 2005; Grundy 2004; Hafiz & Tudor 1989; Hafiz & Tudor 1990; Hagboldt 1925; Hagboldt 1929; Hedge 1985; Iwahori 2008; Jacobs 1991; Kawate 2004; Kim & Cho 2005; Kim & Krashen 1998; Klapper 1992c; Krashen 1993a; Krashen 1993b; Krashen 1994; Krashen 1995; Krashen 1997; Krashen 2007; Krashen & Cho 1995; Krashen, Terrell, Ehrman & Herzog 1984; Laufer 2003; Lee 2006; Lee 2007; Lee, Krashen & Gribbons 1996; Lehmann 2007; Leung 2002; Lightbown et al 2002; Maronpot 1940; Mason 2006; 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; O'Sullivan 1987; O'Sullivan 1992; Piechorowski 1979; Prowse 1999; Renandya 2007; Renandya, Rajan & Jacobs 1999; Rivers 1964; Rivers 1968; Rodrigo 1997; Rodrigo & McQuillan 1999; Rodrigo, Krashen & Gribbons 2004; Rosszell 2007; Schackne 1994; Schmidt 2007; Sheu 2003; Stokes, Krashen & Kartchner 1998; Strong 1996; Takase 2003; Takase 2007; Tsang 1997; Tse 1996b; Tudor & Hafiz 1989; Yamashita 2004; Yang 2001; Yoshida 2006; 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; Brantmeier 2005; Broughton, Brumfit, Flavel, Hill & Pincas 1978; Bruton 2002; Carrell & Carson 1997; Caruso 1994; Coleman 1930; 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 1991; Grabe 2002; Grabe & Stoller 2001; Greenberg, Rodrigo, Berry, Brinck & Joseph 2006; Hafiz & Tudor 1989; Hassan 2002; Hassan 2002; Hayashi 1999a; Hedge 1985; Hitosugi & Day 2004; Hyland 1990; Ikeda & Mason 1994; Iwahori 2008; King 1969; Klapper 1992a; Klapper 1992b; Krashen 1988; Krashen 1993a; Krashen 1993b; Krashen 1995; Krashen 1997; Kutiper 1983; Lai 1993a; Lai 1993b; Laufer-Dvorkin 1981; Liem 2005; Lightbown et al 2002; Lituanas, Jacobs, & Renandya 1999; Masuhara, Kimura, Fukada & Takeuchi 1996; Maxim 1999; Moore 1942; Moore 1943; Morgan 1938; Nash & Yuan 1992/93; Nation 1997; Nuttall 1996; O'Sullivan 1992; Phillips 2005; Pilgreen & Krashen 1993; Pucci 1998; Raemer 1996; Ramaiah 1994; Rees 1992; Renandya 2007; Robb & Susser 1989; Rodrigo 1997; Schackne 1994; Schon, Hopkins & Davis 1982; Schon, Hopkins & Vojir 1984; Schon, Hopkins & Vojir 1985; Sheu 2003; Shlayer 1996; Sims 1996; Smith 2006; Susser & Robb 1990; Takase 2003; Takase 2007; Tanaka & Stapleton 2007; Tudor & Hafiz 1989; Walker 1997; Yamanaka 1997; Yamashita 2004; Yamazaki 1996;

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; 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; Anderson 1971; Bamford & Day 1997; Benson 1991; Bradford-Watts & O'Brien 2007; Brown 1988; Brown 1994; Brusch 1991; Cho & Krashen 1994; Cobb 2005; Davidson 2002; Day & Bamford 1998; Dunning 1988; Dupuy & McQuillan 1993; Dupuy, Tse & Cook 1996; Edinburgh Project on Extensive Reading 1992; Gardner 2008; Gaudart 1994; Ghosn 202; Hagboldt 1933; Hess & Jasper 1995; Ito 2004; Jacobs, Davis & Renandya 1997 (Chapters 3,8,13); Kawate 2004; Korlinska 1973; Krashen 1981; Krashen 1993b; Lao & Krashen 2000; Lida & Smith 2001; Nash & Yuan 1992/93; Nation & Deweerdt 2001; Nuttall 1996; Pino-Silva 2006; Rees 1992; Reynolds 2004; Robb 2001; Rodrigo 1997; Rodrigo, Greenberg, Burke, Hall, Berry, Brinck, Joseph & Oby 2007; Ronnqvist & Sell 1994; Schmidt 1996; Sheu 2003; Sheu 2004; Tan & Kan 1997; Toh & Raja 1997; Ujiie & Krashen 1996; Wilson 1937;

Language learner literature

Bamford 1984; Barfield 1998; Burling 1968; Burling 1978; Burling 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; Hitosugi & Day 2004; Ito 2004; Ji 1998; Ji 1999; Ji 2000; Kitao, Yamamoto, Kitao & Shimatani 1990; Korlinska 1973; Lituanas 1997; Nation & Wang 1999; Reid Thomas & Hill 1993; Sheu 2004; Simensen 1987; Susser & Robb 1990; Tan & Kan 1997; Tanaka & Stapleton 2007; Tomlinson 1998; Walker 1997; Wan-a-rom 2008; 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.

Al-Nujaidi 2003; Ambatchew 2004; Bamford & Day 1998; Bouchaal 2001; 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; Trotter 1936; Tup & Shu 1997; Williams 2007; 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; Furr 2007; 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); Kawate 2004; 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; 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; Alshamrani 2003; Alshwairkh 2004; Anderson 1996; Bagster-Collins 1933; Bamford & Day 1998; Bruton 2002; Cho & Krashen 1994; Coady 1997; Davidson 2002; Day, Omura & Hiramatsu 1991; Dupuy 1997a; Dupuy & Krashen 1997; Elley 1991; Gardner 2004; Gardner 2008; Grabe 1991; Hayashi 1999b; Horst 2000; Horst 2005; Horst, Cobb & Meara 1998; Huckin & Coady 1999; Hunt & Beglar 2007; Karp 2002; Klapper 1992c; Krashen 1993b; 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; Min 2008; Moore 1942; Moore 1943; Murata 2006; Nation 2002; Nation & Wang 1999; Nation & Deweerdt 2001; Pigada & Schmitt 2006; Pitts, White & Krashen 1989; Raptis 1997; Rodrigo & McQuillan 1999; Rosszell 2007; Rott 1999; Saragi, Nation & Meister 1978; Sheu 2003; Smith 2006; Stewart 2006; Tekmen & Daloglu 2006; Tomlinson 1998; Tran 2006; Wan-a-rom 2008; 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; Hedgcock 1992; Janopoulos 1986; Krashen 1993b; Krieger 1991; Lai 1993a; Lai 1993b; Lee & Krashen 1996; Lightbown et al 2002; Mason 2004; 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; Nishino 2007; Pucci 1998; Rodgers 1997; Sim-Goh, Cockburn & Isbister 1997; Tiey, Idamban & Jacobs 1997; Yu, Chiu, Siu & Yau 1994;