Extensive reading for productive English classes

Myles Grogan, Hadija Drummond, & Andrew Haddon

Graded readers are currently growing in popularity in Japan, but graded reading projects tend to focus more on language input than on language production. This report looks at the effort of three instructors at a private Japanese university to pilot the formal use of graded readers as language input for activities in classes that focus on language output. This is an interim report, looking at the rationale for the program and some of the early results. We deemed the pilot to have been successful as there was a noticeable improvement between the students’ pre-course and post-course scores on a level placement test. The program will be expanding next year to include seven instructors and approximately 15 classes.

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