Firstly, intensive reading is a way of gaining and acquiring specialist knowledge since it focuses on a single book or reading material while extensive reading is a way of acquiring general knowledge since it involves reading a number of books or reading material that is related or not related. Secondly, intensive reading is reading books or reading material with a purpose while extensive reading is reading a vast number of reading materials for pleasure. Thirdly, intensive reading method involves concentration, deeper understanding and interpretation of text and focus in a small area of detail in a reading material which is reading in depth whilst extensive reading method is reading the possible easy-to-understand books, articles and documents in a wide area of detail in a reading material which is reading in
Reading is a process of constructing meaning. In developing a pedagogy about teaching reading, teachers must be aware of all elements that create a good reader. Teachers can provide the best instruction by delivering a balanced approach to teaching reading. Whilst it is necessary for students to recognise explicit elements of reading such as phonics, students will achieve much more success when also viewing reading from a ‘world view’. Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading.
3. Literature review Learning to read in a foreign language is surely a demanding task. “It implies interaction between the reader and the text, a degree of knowledge of the world and determined topics, some knowledge of the target language and also the interpretation of the writer’s message which can vary from reader to reader.” (Fuenzalida, 2010, p. 4) “In the reading process, the reader is an active participant, constructing meaning from clues found in printed text.” (Shafiei Ebrahimi, 2012, p. 195) In other words, the active role of the reader constructs the meaning from the text. In the history of research, it has been agreed that reading is a very complex process that involves different factors which interact with one another. When it comes to EFL students, the difficulty of reading becomes even more complicated.
This reading is done to carry out to get specific information. Learner reads book to acquire knowledge is the kind of intensive reading. Intensive reading will provide a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. It will also provide material for developing greater control of the language in speech and writing. (2) Extensive Reading Material for extensive reading will be selected at a lower level of difficulty than that for intensive reading.
With intensive reading, the teacher helps the ELL student understand a text by explaining it line for line in his/her native language. This can be an important aspect of a reading program for students who are learning a second language; however, it should not be the only strategy. This strategy has many benefits-comprehension, irregular sounds, vocabulary, cohesion, structure, genres, and the concept of strategies. Comprehension is the most important aspect of reading. Without comprehension, reading is purposeless.
Reading Comprehension: Impact of Brainstorming Introduction Of all language skills, reading is the most necessary for independent learning. Through reading, students can gain access of further knowledge, both about the language and about other subjects. It should be emphasized that reading comprehension is a problem that most learners of English as second language (ESL) face, because of the many variables that affect reading comprehension activities .So, some studies were conducted on readability. Venkateswarm (1995) sees readability "as a term that refers to text types of styles of writing that people find attractive and hence easier to read than other kinds of writing.” It’s believed that text complexity is behind low reading comprehension.
Reading fluency revealed general reading competence and the capacity to read related text fluently is one of the essential necessities for effective reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001; NICHD, 2000). Differences in reading fluency not only separate good readers from poor readers, but an absence of reading fluency is also a dependable predictor of reading comprehension problems (Stanovich,
Despite many undeniable successes and evidences supporting Extensive reading, implementation of some extensive reading programmes have been less than a complete success. Greaney (1996) notes that in many countries, Extensive Reading programmes must bear with problems such as lack of reading materials and unprepared teachers. Teachers all over the world are bogged down with various tasks at schools. Never-ending paper works, new policies and implementations, courses and meetings, complains and disciplinary issues among students are barriers that hinder teachers’ involvements in such
Furthermore, Shaharudin et al. (2011) investigated the reading strategies awareness among English as a second language (ESL) learners in Malaysia’s university. An instrument of this study used the Survey of Reading Strategies (SORS). The results appeared to indicate that the learners apperceive the reading strategies with a different level depending on the aim of reading academic
Researchers show that reading in first and second language can be very different. Readers in the initial stages of L1 and L2 reading often have differing amounts of lexical, grammatical, and discourse knowledge. Linguistic and processing differences across L1 and L2, influences of language transfer, and differing reliance on phonological processes affect reading performance (Grabe, 1991; Grabe & Stoller, 2002). Although most of the language learners discover reading English difficult, reading is the most important skill that a person should acquire (Phantharakphong & Pothitha, 2014). Reading is the most important means for independent learning whether the goal is acting better on academic tasks, learning further about a matter, or improving language abilities (Grabe & Stoller,