Reading is best learned by reading: Amount matters - Part 1

Summary

This transcript highlights the importance of reading fluency in both first and second languages. The speakers discuss how learning to read is primarily achieved through regular reading, stressing the need for students to engage in reading daily for improved comprehension and enjoyment. The idea of reading fluency is emphasized, noting that students should be exposed to a variety of texts regularly. Additionally, the concept of a 'foreign language reading teacher' is explored, with metaphors suggesting teachers should motivate and inspire students, almost like a 'cheerleader' or even a 'drug dealer' who gets students 'hooked' on books. The transcript also touches on how extensive reading can positively impact reading habits, including the idea of reverse transfer from foreign to first language reading habits.

Takeaways

• 😀 Reading fluency is developed through consistent and regular reading practice, not through occasional or limited exposure to text.
• 😀 Students improve their reading comprehension by engaging in frequent reading, which enhances both speed and understanding.
• 😀 A good reading program should involve daily reading of longer texts, rather than short, infrequent readings that provide limited exposure.
• 😀 Fluency in reading is critical for students' overall literacy and enjoyment of reading, and it requires continuous exposure to varied texts.
• 😀 Teachers often focus on tasks and activities that do not significantly improve reading fluency, such as worksheets or brief activities.
• 😀 The more students read, the better their reading abilities become, regardless of whether it's their first or a foreign language.
• 😀 The role of a foreign language reading teacher can be compared to a cheerleader or even a 'drug dealer' who makes students 'addicted' to reading.
• 😀 A teacher who engages with reading themselves can inspire students to develop a love for reading, both in a foreign language and their native language.
• 😀 Extensive reading, such as allowing students to choose their own books, encourages engagement and enjoyment of reading in a second language.
• 😀 The 'foreign language reading reverse transfer hypothesis' suggests that reading in a foreign language can improve reading habits in the first language.
• 😀 A teacher's role is to create an environment where students enjoy reading for pleasure, which leads to positive outcomes in both languages.

Q & A

Why is reading by reading emphasized in the transcript?

The transcript emphasizes 'reading by reading' because it's a fundamental way to improve reading skills. The more a person reads, the better their comprehension and fluency become. This principle is crucial in both first and second language reading development.

What is the main idea behind developing fluency in reading?

The main idea is that fluency in reading — the ability to read quickly, understand, and enjoy texts — can only be developed through consistent and regular reading. Teachers should encourage students to read every day for a set period (e.g., 30 minutes a day) to build fluency over time.

How does the transcript critique current classroom practices related to reading?

The transcript critiques current practices by highlighting that many classrooms focus on short texts read infrequently, which doesn't promote fluency. It suggests that students should be exposed to more reading material on a regular basis to develop their reading skills.

What role do teachers play in fostering reading fluency according to the speakers?

Teachers play a crucial role as motivators and role models. They should create an environment where reading is prioritized, demonstrate their own love for reading, and provide students with frequent opportunities to read for enjoyment.

What are the two metaphors used to describe the role of a foreign language reading teacher?

The first metaphor is that of a 'cheerleader,' where the teacher encourages and motivates students to keep reading. The second metaphor is that of a 'drug dealer,' where the teacher's goal is to get students 'hooked' on reading by making it enjoyable and engaging.

How does the professor’s experience in Thailand illustrate the importance of reading in a foreign language?

The professor shares that by introducing students to enjoyable reading in English, even those who didn’t read much in their first language (Thai) began to enjoy reading. This suggests that foreign language reading can foster positive reading habits in students' first languages.

What is the 'Foreign Language Reading Reverse Transfer Hypothesis'?

The 'Foreign Language Reading Reverse Transfer Hypothesis' suggests that reading in a foreign language can improve reading habits in a student's first language. This hypothesis was based on the professor's experience where Thai students who enjoyed reading in English began to read more in Thai as well.

What does the transcript suggest about the frequency of reading in classrooms?

The transcript suggests that in many classrooms, students read very infrequently, often only one passage a week. This limited exposure to reading does not help build fluency. The recommendation is to encourage students to read every day to develop better reading skills.

What does the speaker mean by 'painful reading'?

The term 'painful reading' refers to the minimal and infrequent reading tasks given to students, which don’t contribute to their development as fluent readers. It contrasts with regular, enjoyable reading that builds skills and engagement.

What is the connection between reading for pleasure and reading proficiency according to the speakers?

The speakers argue that reading for pleasure is crucial for developing reading proficiency. If students enjoy reading, they are more likely to engage with texts regularly, which leads to better comprehension, fluency, and overall reading skills.