1887

n South African Journal of Higher Education - Extensive graded reading as a means of bridging the divide to the authentic academic text

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Abstract

This article discusses the merits of an extensive, graded reading programme for low-proficiency first-years at tertiary institutions. Drawing on the work of Krashen (1982), Van Patten (1996), Van Lier (1996), Day and Bamford (1998), Elley (1991) and Grabe and Stoller (2001), the advantages of extensive reading as a means of improving academic reading proficiency are explored. The article surveys the results of extensive reading experiments conducted locally and internationally, highlighting the pedagogical implications. Finally, the implementation and small-scale testing of such a reading programme at the University of the Free State is described.

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/content/high/21/2/EJC37321
2007-01-01
2016-12-06
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