Scaffolding extensive reading in the beginning adult education ESL classroom

Research has showed repeatedly the value of extensive reading in the L2 classroom for improved reading comprehension (Elley & Mangubhai, 1981; Mason & Krashen, 1997; Renandya, Rajan, & Jacobs, 1999). However, additional support beyond traditional extensive reading practices may be needed for very low proficiency learners. This report reviews research on implementing an extensive reading program for beginning level adult-education English language learners. It presents arguments for supporting extensive reading through shared reading, including read-alouds, use of children’s literature, and strategy modeling techniques. It also discusses the benefits of student-generated texts for boosting vocabulary and comprehension skills. The report concludes with pedagogical implications for including a strong reading component in the adult education ESL curriculum and suggestions for evaluating the strength and utility of such a program.