Extensive graded reading as a means of bridging the divide to the authentic academic text - A van Wyk

This article discusses the merits of an extensive, graded reading programme for low-proficiency first-years of tertiary institutions. Drawing on the work of Krashen (1982), VanPatten (1996), Van Lier (1996), Day and Bamford (1998), Elley (1991) and Grabe and Stoller (2001), the advantages of extensive reading as a means of improving academic reading experiments conducted locally and internationally, highlighting the pedagogical implications. Finally, the implementation and small-scale testing of such a reading programme at the University of the Free State is described.
From: SAJHE 21 (2) 2007, pp. 346-359