CATESOL Book Review: Cambridge Elements in Language Teaching: Extensive Reading by Jing Zhou (Ed. Rose, H. & McKinley J.)
09/28/2026
Michelle Skowbo
By Liza Martinez
Divided into 7 sections, this Element is written as a literature review. It begins with an explanation of what Extensive Reading is. Next, it covers the benefits of extensive reading. Then it mainly examines ER across languages: Chinese, Spanish, German, Japanese, French, and Italian. The remaining sections look at ER across contexts, implementing ER, and an epilogue that discusses the potential of ER.
What is Extensive Reading?
Definition of ER
This section begins with various definitions of extensive reading. Zhou (2024) synthesizes the definitions into the following: “Extensive reading involves reading a large number of materials that are comprehensible and enjoyable to the reader” (p. 2). From here, Zhou describes the theories that underlie extensive reading. The first is Comprehensible Input by Stephen Krashen: readers acquire language when it is comprehensible. The more comprehensible input there is, the more language acquisition will occur. In order to be comprehensible, the text needs to be interesting to the reader. Furthermore, the text needs to have a low-affective filter, so there is low anxiety in reading it. With comprehensible input, vocabulary, grammar, spelling, writing, reading skills will increase.
The other underlying theories are the Lexical Efficiency Hypothesis, Lexical Quality Hypothesis, and Lexical Constituency Model. Developed by Charles Perfetti et al.(2007), they involve the efficiency and quality of word recognition. These theories offer strong theoretical support for extensive reading research and practice. ER enables readers to learn more words; as such, the more one reads, the faster they recognize words. For Zhou (2024), “A large sight vocabulary enables the efficient and automatic recognition of words. Therefore, this efficient, automatic, high quality, lower-level processing will enable more cognitive resources to be allocated to higher-level processing” (p. 6).
ER Principles
Day and Bamford (2002) propose the following principles for implementing ER in the classroom.
The text is easy to read. It is within a reader’s level of competency.
Day (2015) examined how the principles are used in 44 ER programs. He found that principle # 3 is the most used. The other three most widely used principles are #4, #2, and #1.
Types of ER programs
There is no standard model of ER. Instead, ER programs can fall into one of several categories. In Replacement ER, students partake in ER instead of other class activities. Additive ER occurs outside of class. Teachers distribute a handout which gives students information on how to check out books and how to take assessments through MoodleReader. In contrast, Supervised ER does not occur in the classroom. It is supervised or guided by ER mentors Any L2 learner who is motivated to read can use this approach. Finally, there are Blended Extensive and Intensive Reading. Intensive Reading focuses on teaching reading strategies while Extensive Reading builds fluency.
English
Around 106 studies were conducted from 2018-2023.The majority involved EFL settings while 5 occurred in ESL settings. The studies covered such areas as reading attitude, motivation, reading fluency, vocabulary, reading comprehension, and self-efficacy.
Chinese
Zhou (2024) describes how Chinese is different from alphabetic, inflectional languages like English. There is a scarcity of studies on L2 Chinese. Nevertheless, Zhou admits that there are L2 Chinese programs. She describes one she set up with Day (2002). The program ran from 2018-2022. At the end of the semester, Zhou and Day found that the learners enjoyed ER. They were more confident reading Chinese, and they learned about Chinese culture. Furthermore, they improved in the following areas: reading speed, reading comprehension, vocabulary, grammar, writing, listening, and speaking.
Spanish
For Spanish in an ER program, a study by Hardy (2016) was examined. It occurred in a small, liberal college in the US. The students were mixed-ability. Most of the class time was spent on sustained silent reading. Students showed significant improvement in Spanish proficiency. From their reflective journals, it was learned that the students enjoyed reading in Spanish. Many students identified improvements in reading comprehension, vocabulary, reading fluency, writing, and speaking abilities.
German
The two studies that Zhou reports using ER in German were carried out on intermediate and advanced students. The reading materials were short stories and internet texts. At the end of the semester, students participated in an anonymous survey and some had a formal interview. Students stated they enjoyed ER. Participants said that ER allowed them to read at their own pace, and there were no tests. Nevertheless, the students asked for more structure in the ER classes: i.e., more vocabulary quizzes, book reports, and reading assignments each week.
Japanese
Mohar’s study (2024) examined ER use among beginning Japanese university students. The study revealed that the students preferred graded readers over comic books and hard books over online texts. Finally, in Tabata-Sandoms et al (2023) eleven upper-intermediate and advanced undergraduate and graduate students were learning Japanese at a national Japanese university. The class lasted for two semesters over a 16-week period. Each participant read 36.7 books per term. Their reading speed also increased over the period. Tabata-Sandom called for the integration of a reading speed component inside an ER program.
French
Pigada and Schmitt (2006) studied the learning of French words through extensive reading. The second study involved a master’s thesis. One hundred Japanese students were learning French as a foreign language. The study used a variety of reading materials: short and highly illustrated books, children’s picture books, and online resources. On average, the learners read 17 books. Ninety-six of the participants met the reading target. Furthermore, students showed “an increased interest in reading and a deeper appreciation of Francophone culture” (p. 55).
Italian
For Italian, Aliyar and Peters (2022) carried out a longitudinal pre-post design study on 35 Iranian students. The results showed that vocabulary was learned incidentally without formal instruction. The students loved reading the books. Aliyar and Peters concluded that ER books were beneficial to students with elementary Italian proficiency.
The first sub-section examined a study by Mohd Asraf and Ahmad (2003) which involved rural middle school Malaysian students who spoke little English at school or home. Once a week, the students would engage in ER and then tell their classmates what they had read. Data were obtained in the form of classroom observations, in-depth interviews, and teacher diaries. While students did not enjoy reading in English at first, later, they came to enjoy reading. As such, they developed a positive attitude towards reading. Mohd Asraf and Ahmad concluded while ER has a place in rural schools, further research is needed on ER in rural settings.
Advanced Learners
In the next sub-section, advanced learners were the focus. The eleven participants ranged in age from 30 to 65. Japanese was their first language. They were recruited from Facebook and a local book club. Tabata-Sandom (2023) found that many participants embraced graded readers because of their comprehensibility. At the end of the study, the researcher found that the participants’ vocabulary size increased significantly. Reading rate also increased.
EAP Contexts
In 2008, Macalister stated that ER programs seemed to be absent from higher educational and EAP settings. While ER has gained popularity with universities since then, the number of ER studies is still scarce. Park ( 2016) examined the role that ER played in an L2 writing classroom. Fifty-six students participated. One group engaged in ER while the other one followed a traditional curriculum. While the traditional group was given textbook based homework, the ER group was told to continue with ER and then do a writing activity based on what they read. The results showed that the ER group outperformed the traditional group when it came to content, organization, vocabulary, language used, and mechanics.
Online ER
In regards to online ER studies, graded readers newspapers, magazines, video clips; etc were used. Puripunyavanich (2022) established an ER program of 5,000 freshmen at a university in Thailand. An online reading platform, Xreading.com, was used. The ER program proved to be successful because of 1) the integration of ER into the program, 2) the availability of reading materials, 3) the institution’s support, 4) teachers’ roles, and 5) the use of an online platform (Zhou, 2024, p. 62).
Students
Zhou states that some students do not like to read in L1 or L2. Mikami (2017) surveyed 141 students. Of these, only 5 read English books that were not their textbooks. Among the reasons for not reading extensively were “lack of ability, no interest, low priority, preference for reading in L1, lack of confidence, and lack of opportunity” (Mikami as cited in Zhou, 2024, p. 64).
Teachers
Another area involved teachers. Language teachers may not know the theories and principles that are the basis of ER. They may also not know the workings of an ER program or its benefits. Another difficulty may be monitoring students’ reading progress. In other cases, some teachers encountered technical difficulties in managing ER programs online. Finally, teachers may have difficulty finding the time to implement ER into the curriculum.
Institutions
Institutions play a major role in the success of an ER program. When institutions see its benefits, they are inclined to promote it. In contrast, if the ER program is not supported by the institution or teachers, it is subject to failure.
Materials
In regard to materials, intriguing and diverse reading texts are essential to having a successful ER program. Materials are not limited to graded readers, they can also include cartoons, newspapers, websites, posts, blog, series readers, and children’s literature; etc. Not only can these be hardback, online ER is an option which can be found in published studies or published website reviews.
In cases where self-selection is unavailable, the teacher can select for the students. For example, Chen (2018) had the whole class read one graded reade. Later, students could select what they wanted to read.
ER materials and activities can also be incorporated into textbooks. For Brown (2009), this is a powerful way to promote ER. Such reading texts can be interesting and comprehensible. Tasks and activities are presented that can enhance a student’s reading fluency.
Teacher-Training
Teacher-training is key for an ER program to be successful. Teachers can do the following: attend conferences/virtual seminars, exchange information with colleagues, conduct workshops; and create opportunities for teachers to observe colleagues engaging in ER.
Teacher’s Guidance and Support
Teachers can have students engage in post-ER activities. Teachers can serve as mentors, role models, program managers, and reading advisors. As such, teachers are in the unique position; they can boost students’ reading interests, which in turn, can lead students to become lifelong readers.
Boutorwick, T.J., & Macalister, J.,& Elgort, I. (2019). Two approaches to extensive reading and their effects on L2 vocabulary development. Reading in a Foreign Language, 31(2), 150-172. http://hdl.handle.net/10125/66928.
Brown, D. (2009). Why and how textbooks should encourage extensive reading. ELT Journal, 63 (3), 238-245.
Chen, I.C. (2018). Incorporating task-based learning in an extensive reading programme. ELT Journal, 72(4), 405-414.
Day, R.R, & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141. http://hdl.handle.net/10125/66761.
Day, R.R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2). 294-301. http:///hdl.handle.net/10125/66893.
Hardy, J.E. (2016). The effects of short-term extensive reading in Spanish. Journal of Extensive Reading, 4(3), 47-68. http://jalt-publications.org/jer/.
Mikami, A. (2017). Students’ attitudes toward extensive reading in the Japanese EFL context. TESOL Journal, 8(2), 471-488. https://doi.org/10.1002/tesj.283.
Mohar, B. (2024). Can beginner JFL learners do ER?: Text comprehension, reading rate, Materials, and reading targets for beginner JFL reading. Manuscript submitted for
publication.
Mohd Asraf, R. & Ahmad, I.S. (2003). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language, 15(2), 83-102, http://hdl.handle.net/10125/66772.
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49, 6-37. http://doi.10.1002/tesq.157.
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383. https://doi.org/10.1080/10888430701530730.
Pigada, M., & Peters, E. (2022). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28. http://hdl.handle.net/10125/66611.
Puripunyavandich. M. (2022). The implementation of a large-scale online extensive reading Program in Thailand-from decision-making to application. LEARN Journal: Language
Education and Acquisition Network, 15(1), 320-360.
Tabata-Sandom, M. (2023) A case study of the impact of online extensive reading on the L2 Reading motivation, habits, and linguistic abilities of advanced L2 English learners. Reading in a Foreign Language, 35(2), 160-189. https://hdl.handle.net/10125/67446.
Zhou, J. & Day, R.R. (2021). Online extensive reading in EAP courses. Reading in a Foreign Language, 33(1), 103-125. http://hdl.handle.net/10135/67395.
Zhou, J. (2024). Cambridge Elements in Language Teaching: Extensive Reading. (Ed.Rose, H. & McKinley J.). Cambridge University Press. https://doi.org/ 10.1017/9781009474153.
Michelle Skowbo
Cambridge Elements in Language Teaching: Extensive Reading by Jing Zhou (Ed. Rose, H. & McKinley J.)
By Liza Martinez
Introduction
Cambridge Elements are a series of books by Cambridge University Press that focus on different areas of second language teaching and learning. The Element for this book review focuses on Extensive Reading (ER) which covers getting readers of all ages to read books (graded readers, level readers, comic books; etc.) of their choice. Readers will not only improve their reading proficiency, but they will also gain pleasure when it comes to reading. The end goal is to convert them into lifelong readers.Divided into 7 sections, this Element is written as a literature review. It begins with an explanation of what Extensive Reading is. Next, it covers the benefits of extensive reading. Then it mainly examines ER across languages: Chinese, Spanish, German, Japanese, French, and Italian. The remaining sections look at ER across contexts, implementing ER, and an epilogue that discusses the potential of ER.
What is Extensive Reading?
Definition of ER
This section begins with various definitions of extensive reading. Zhou (2024) synthesizes the definitions into the following: “Extensive reading involves reading a large number of materials that are comprehensible and enjoyable to the reader” (p. 2). From here, Zhou describes the theories that underlie extensive reading. The first is Comprehensible Input by Stephen Krashen: readers acquire language when it is comprehensible. The more comprehensible input there is, the more language acquisition will occur. In order to be comprehensible, the text needs to be interesting to the reader. Furthermore, the text needs to have a low-affective filter, so there is low anxiety in reading it. With comprehensible input, vocabulary, grammar, spelling, writing, reading skills will increase.
The other underlying theories are the Lexical Efficiency Hypothesis, Lexical Quality Hypothesis, and Lexical Constituency Model. Developed by Charles Perfetti et al.(2007), they involve the efficiency and quality of word recognition. These theories offer strong theoretical support for extensive reading research and practice. ER enables readers to learn more words; as such, the more one reads, the faster they recognize words. For Zhou (2024), “A large sight vocabulary enables the efficient and automatic recognition of words. Therefore, this efficient, automatic, high quality, lower-level processing will enable more cognitive resources to be allocated to higher-level processing” (p. 6).
ER Principles
Day and Bamford (2002) propose the following principles for implementing ER in the classroom.
The text is easy to read. It is within a reader’s level of competency.
- There needs to be a wide variety of reading texts on a wide range of topics: fiction, non-fiction, comics, children’s books, etc.
- Students choose what they want to read.
- Learners read as much as possible.
- The purpose of reading is related to pleasure, information, and a general understanding.
- Reading is its own reward.
- Reading speed is usually faster than slower.
- Reading is individual and silent.
- Teachers orient and guide their students.
- The teacher is a role model of a reader (as cited in Zhou, 2024, p. 2024).
Day (2015) examined how the principles are used in 44 ER programs. He found that principle # 3 is the most used. The other three most widely used principles are #4, #2, and #1.
Types of ER programs
There is no standard model of ER. Instead, ER programs can fall into one of several categories. In Replacement ER, students partake in ER instead of other class activities. Additive ER occurs outside of class. Teachers distribute a handout which gives students information on how to check out books and how to take assessments through MoodleReader. In contrast, Supervised ER does not occur in the classroom. It is supervised or guided by ER mentors Any L2 learner who is motivated to read can use this approach. Finally, there are Blended Extensive and Intensive Reading. Intensive Reading focuses on teaching reading strategies while Extensive Reading builds fluency.
The Benefits of ER
Nakanishi (2014) did a meta-analysis and reviewed 34 studies on extensive reading. He found that older participants showed more gains than younger ones. Furthermore, the longer the study, the more gains participants made. Finally, participants who engaged in ER outperformed non-ER participants when it came to reading fluency, vocabulary, grammar, writing, listening, speaking, flow experience, reading attitude, reading motivation, and overall reading skills. What follows is a summary of the findings.- Reading fluency involves automaticity and accuracy. When learners encounter a word many times, eventually it becomes a part of their sight vocabulary. The more one reads, the faster the reading rate becomes.
- The ER-plus approach involves group discussions after reading a graded reader. Boutorwick et al. (2019) state that these discussions promote the development of vocabulary knowledge.
- Research has shown that ER plays a more significant role in acquiring grammar than explicit grammar instruction or translation.
- A good reader translates into a good writer. Empirical studies have shown that participants who engage in ER perform better at writing tasks than control groups when it comes to vocabulary, language use, spelling/mechanics, and fluency of writing.
- When it comes to speaking, words and phrases encountered in graded readers can become a part of a learner’s speech. A learner’s speech improved in pronunciation, prosody, and intonation. Finally, add-on speaking exercises were found to enhance a learner’s speaking abilities.
- ER use has translated into positive reading attitudes. In their study, Zhou and Day (2021) found that reading attitude was significantly improved after an online ER program that lasted 10 weeks.
- Research on motivation has shown that it correlates positively with ER. Providing participants with appropriate reading materials is key to enhancing motivation to read. Attitude also plays an important role in whether motivation occurs.
ER Across Languages
Unlike other books which only focus on English and ER, this section mainly examined the use of ER when it came to such languages as Chinese, Spanish, German, Japanese, French, and Italian. It should be noted that few ER studies were conducted with these languages.English
Around 106 studies were conducted from 2018-2023.The majority involved EFL settings while 5 occurred in ESL settings. The studies covered such areas as reading attitude, motivation, reading fluency, vocabulary, reading comprehension, and self-efficacy.
Chinese
Zhou (2024) describes how Chinese is different from alphabetic, inflectional languages like English. There is a scarcity of studies on L2 Chinese. Nevertheless, Zhou admits that there are L2 Chinese programs. She describes one she set up with Day (2002). The program ran from 2018-2022. At the end of the semester, Zhou and Day found that the learners enjoyed ER. They were more confident reading Chinese, and they learned about Chinese culture. Furthermore, they improved in the following areas: reading speed, reading comprehension, vocabulary, grammar, writing, listening, and speaking.
Spanish
For Spanish in an ER program, a study by Hardy (2016) was examined. It occurred in a small, liberal college in the US. The students were mixed-ability. Most of the class time was spent on sustained silent reading. Students showed significant improvement in Spanish proficiency. From their reflective journals, it was learned that the students enjoyed reading in Spanish. Many students identified improvements in reading comprehension, vocabulary, reading fluency, writing, and speaking abilities.
German
The two studies that Zhou reports using ER in German were carried out on intermediate and advanced students. The reading materials were short stories and internet texts. At the end of the semester, students participated in an anonymous survey and some had a formal interview. Students stated they enjoyed ER. Participants said that ER allowed them to read at their own pace, and there were no tests. Nevertheless, the students asked for more structure in the ER classes: i.e., more vocabulary quizzes, book reports, and reading assignments each week.
Japanese
Mohar’s study (2024) examined ER use among beginning Japanese university students. The study revealed that the students preferred graded readers over comic books and hard books over online texts. Finally, in Tabata-Sandoms et al (2023) eleven upper-intermediate and advanced undergraduate and graduate students were learning Japanese at a national Japanese university. The class lasted for two semesters over a 16-week period. Each participant read 36.7 books per term. Their reading speed also increased over the period. Tabata-Sandom called for the integration of a reading speed component inside an ER program.
French
Pigada and Schmitt (2006) studied the learning of French words through extensive reading. The second study involved a master’s thesis. One hundred Japanese students were learning French as a foreign language. The study used a variety of reading materials: short and highly illustrated books, children’s picture books, and online resources. On average, the learners read 17 books. Ninety-six of the participants met the reading target. Furthermore, students showed “an increased interest in reading and a deeper appreciation of Francophone culture” (p. 55).
Italian
For Italian, Aliyar and Peters (2022) carried out a longitudinal pre-post design study on 35 Iranian students. The results showed that vocabulary was learned incidentally without formal instruction. The students loved reading the books. Aliyar and Peters concluded that ER books were beneficial to students with elementary Italian proficiency.
ER Across Contexts
Rural SettingsThe first sub-section examined a study by Mohd Asraf and Ahmad (2003) which involved rural middle school Malaysian students who spoke little English at school or home. Once a week, the students would engage in ER and then tell their classmates what they had read. Data were obtained in the form of classroom observations, in-depth interviews, and teacher diaries. While students did not enjoy reading in English at first, later, they came to enjoy reading. As such, they developed a positive attitude towards reading. Mohd Asraf and Ahmad concluded while ER has a place in rural schools, further research is needed on ER in rural settings.
Advanced Learners
In the next sub-section, advanced learners were the focus. The eleven participants ranged in age from 30 to 65. Japanese was their first language. They were recruited from Facebook and a local book club. Tabata-Sandom (2023) found that many participants embraced graded readers because of their comprehensibility. At the end of the study, the researcher found that the participants’ vocabulary size increased significantly. Reading rate also increased.
EAP Contexts
In 2008, Macalister stated that ER programs seemed to be absent from higher educational and EAP settings. While ER has gained popularity with universities since then, the number of ER studies is still scarce. Park ( 2016) examined the role that ER played in an L2 writing classroom. Fifty-six students participated. One group engaged in ER while the other one followed a traditional curriculum. While the traditional group was given textbook based homework, the ER group was told to continue with ER and then do a writing activity based on what they read. The results showed that the ER group outperformed the traditional group when it came to content, organization, vocabulary, language used, and mechanics.
Online ER
In regards to online ER studies, graded readers newspapers, magazines, video clips; etc were used. Puripunyavanich (2022) established an ER program of 5,000 freshmen at a university in Thailand. An online reading platform, Xreading.com, was used. The ER program proved to be successful because of 1) the integration of ER into the program, 2) the availability of reading materials, 3) the institution’s support, 4) teachers’ roles, and 5) the use of an online platform (Zhou, 2024, p. 62).
Implementing ER
This section discusses the challenges ER faces when it comes to students, teachers, curriculum, materials, teacher training, and teacher guidanceStudents
Zhou states that some students do not like to read in L1 or L2. Mikami (2017) surveyed 141 students. Of these, only 5 read English books that were not their textbooks. Among the reasons for not reading extensively were “lack of ability, no interest, low priority, preference for reading in L1, lack of confidence, and lack of opportunity” (Mikami as cited in Zhou, 2024, p. 64).
Teachers
Another area involved teachers. Language teachers may not know the theories and principles that are the basis of ER. They may also not know the workings of an ER program or its benefits. Another difficulty may be monitoring students’ reading progress. In other cases, some teachers encountered technical difficulties in managing ER programs online. Finally, teachers may have difficulty finding the time to implement ER into the curriculum.
Institutions
Institutions play a major role in the success of an ER program. When institutions see its benefits, they are inclined to promote it. In contrast, if the ER program is not supported by the institution or teachers, it is subject to failure.
Materials
In regard to materials, intriguing and diverse reading texts are essential to having a successful ER program. Materials are not limited to graded readers, they can also include cartoons, newspapers, websites, posts, blog, series readers, and children’s literature; etc. Not only can these be hardback, online ER is an option which can be found in published studies or published website reviews.
In cases where self-selection is unavailable, the teacher can select for the students. For example, Chen (2018) had the whole class read one graded reade. Later, students could select what they wanted to read.
ER materials and activities can also be incorporated into textbooks. For Brown (2009), this is a powerful way to promote ER. Such reading texts can be interesting and comprehensible. Tasks and activities are presented that can enhance a student’s reading fluency.
Teacher-Training
Teacher-training is key for an ER program to be successful. Teachers can do the following: attend conferences/virtual seminars, exchange information with colleagues, conduct workshops; and create opportunities for teachers to observe colleagues engaging in ER.
Teacher’s Guidance and Support
Teachers can have students engage in post-ER activities. Teachers can serve as mentors, role models, program managers, and reading advisors. As such, teachers are in the unique position; they can boost students’ reading interests, which in turn, can lead students to become lifelong readers.
Epilogue: The Potential of ER
While establishing an ER program may not be daunting, sustaining it is another issue. For Macalister (2010), maintaining an ER program depends on flexibility. Among new trends, there is the use of multimodal materials. For example, a student reads a novel; then he watches the film version and ends up discussing differences/similarities between the various media. Another trend is audiobooks. ER is being combined with different teaching and learning approaches, such as task-based learning, extensive listening, cooperative learning, project-based learning, and reading strategies (Zhou, 2024, p. 74). These examples demonstrate that ER is not a static approach. Its flexibility to merge with other approaches indicates that ER has a place in 21st century second language instruction.References
Aliyar, M., & Peters, E. (2022). Incidental acquisition of Italian words from comic books. Reading in a Foreign Language, 34(2), 349-377. http://hdl.handle.net/10125/67429.Boutorwick, T.J., & Macalister, J.,& Elgort, I. (2019). Two approaches to extensive reading and their effects on L2 vocabulary development. Reading in a Foreign Language, 31(2), 150-172. http://hdl.handle.net/10125/66928.
Brown, D. (2009). Why and how textbooks should encourage extensive reading. ELT Journal, 63 (3), 238-245.
Chen, I.C. (2018). Incorporating task-based learning in an extensive reading programme. ELT Journal, 72(4), 405-414.
Day, R.R, & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141. http://hdl.handle.net/10125/66761.
Day, R.R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2). 294-301. http:///hdl.handle.net/10125/66893.
Hardy, J.E. (2016). The effects of short-term extensive reading in Spanish. Journal of Extensive Reading, 4(3), 47-68. http://jalt-publications.org/jer/.
Mikami, A. (2017). Students’ attitudes toward extensive reading in the Japanese EFL context. TESOL Journal, 8(2), 471-488. https://doi.org/10.1002/tesj.283.
Mohar, B. (2024). Can beginner JFL learners do ER?: Text comprehension, reading rate, Materials, and reading targets for beginner JFL reading. Manuscript submitted for
publication.
Mohd Asraf, R. & Ahmad, I.S. (2003). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language, 15(2), 83-102, http://hdl.handle.net/10125/66772.
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49, 6-37. http://doi.10.1002/tesq.157.
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383. https://doi.org/10.1080/10888430701530730.
Pigada, M., & Peters, E. (2022). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28. http://hdl.handle.net/10125/66611.
Puripunyavandich. M. (2022). The implementation of a large-scale online extensive reading Program in Thailand-from decision-making to application. LEARN Journal: Language
Education and Acquisition Network, 15(1), 320-360.
Tabata-Sandom, M. (2023) A case study of the impact of online extensive reading on the L2 Reading motivation, habits, and linguistic abilities of advanced L2 English learners. Reading in a Foreign Language, 35(2), 160-189. https://hdl.handle.net/10125/67446.
Zhou, J. & Day, R.R. (2021). Online extensive reading in EAP courses. Reading in a Foreign Language, 33(1), 103-125. http://hdl.handle.net/10135/67395.
Zhou, J. (2024). Cambridge Elements in Language Teaching: Extensive Reading. (Ed.Rose, H. & McKinley J.). Cambridge University Press. https://doi.org/ 10.1017/9781009474153.