The importance of reading on teaching and learning

THE IMPORTANCE OF READING

HCMC OPEN UNIVERSITY, VN October 7, 2010

Chapter 1: INTRODUCTION

What are current problems of Vietnamese students on learning English?
In the condition that our educational system is in chaos and crisis than ever and our typical
learning style – teacher-oriented method, book-centered method – for thousands of year,
undoubtedly, the learners are a bit passive. They receive and wait for what the teacher gives
them. That sharpens learners’ attitudes from generation to generation. Learners much or less
have a tendency to rely on the teachers. As Prof. Hoàng Tụy, our education system is on the
crisis. For the current fact in Vietnamese education system, students usually think that
studying is to pass the exams, getting some certificates or degrees. As the bitter truth,
multiple-choice method is nationwide dominant one. What students actually learn is not an
actual language but skills or tips to deal with the test. Even though teachers with the attention
to apply new methods also have to consider whether it should be used or not, whether it
meets students’ expectation – passing the exam. The requirements have been rooted into
students’ minds for a long time until it shaped a habit. Furthermore, our government and
Ministry of Education and Training (MOET) put high requirement on the degrees or
certificates. Those above lead to the sad reality in education nowadays. There is an alarming
increase in the number of learners’ “illusory learning” (Prof. Hoàng Tụy) style. Therefore, it
should be a necessity for innovation in education in different aspects. It’s the need to
generate measures that can lower learners’ anxiety. This leads to the concept of “weight
exercise and light reading” teaching model. Learning English is a process of heavy practice
to memorize vocabulary, a number of grammar rules. Most the time in the class used for
practice these activities. Generally, proficiency is still emphasized more heavily than
performance. In Vietnamese education, students are quite familiar with “bottom-up” process.
It sounds like students are put into a forest, finding out different kinds of trees there; once
they get out that forest, they have no idea about its location, type of the forest, and things like
that.

In the mean time, majority of learners who have learned English since the sixth grade, still
feel that their English is very poor .What is worse, they cannot express their thought even
they have done the test excellently. And the question “how to learn English well?” is asked
more often than ever. Most of English learners find it difficult not only in how to remember
vocabulary but also how to apply it in practice. Since they most try to remember it separately
with the context, repeating and writing the words for thousands times. Some can remember
the words, some cannot. Even those who remember still find it difficult in applying into
speaking and writing. They don’t know where they put the words correctly, whether it’s
appropriate to put them there, sometimes using the wrong words just because they roughly
translate them from mother tongue into target language. Vietnamese students are good at

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grasping grammar structures. However, it seems too difficult for them to apply those in
speaking and writing since what they are taught is concrete and separated from the broader
context. The nature of grammatical structures is sometimes overlapped, that leads to
confusion among learners. It is found that learners have difficulty in writing as well. Their
compositions simply just look like a combination of words and sentences. They usually use
the wrong words as well as use words repeatedly just simply because their range and volume
of English is still in a small scope. For those reasons above, it’s a necessity to find a perfect
way that can solve all the problems English learners are facing. According to Krashen
(1993), reading is extremely important in learning English. He emphasizes reading is the
only way to “become a good reader, develop a good writing style, an adequate vocabulary,
advanced grammar”, and the only way to “become a good speller”.

Chapter 2: LITERATURE REVIEW

I. Definition of Reading

Reading has been defined as “the meaningful interpretation of written or printed verbal
symbols” and “a result of interaction between the perception of graphic symbols that
represent language and the reader’s language skills, cognitive skill, and knowledge of the
world.” (Albert J. Harris and Edward R. Sipay, 1985). In addition, James Paul Gee (2008,
p.45) states that “literacy practices are almost always fully integrated with, interwoven into,
constituted as part of, the very texture of wider practices that involve talk, interaction,
values, and beliefs.” In other words, reading is the process of decoding graphic symbols
involving talking, thinking, interacting, valuing, integrating skills, and believing. It is also
the process of interaction between the text and our previous knowledge.

II. Types of Reading: There Are Two Types of Reading

1. Intensive reading (IR):

1.1 What is intensive reading?

“Intensive” means something “deep” or “intense”. In IR, students go slowly and carefully to
understand every detail in the text. In the words of a Chinese professor of English, Xu
Guozhang, there are a lot of items in English attract students when students read intensively:
from word form to phrasal verb, from preposition to synonym and antonym and even suffixes
and prefixes are also worth studying. This easily leads to the fact of trying to figure out
exactly the meaning of each word by looking up the dictionary. Text for students practice are
often in form of distinguish the main idea from the detail, finding pronoun references or even

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guessing the meaning of unknown words (Richard R., 1997). These forms of practices are
usually recognized in IELTS test.

1.2 Why ESL students read intensively?

Xu Guozhang (2009) stated that IR “lays down a solid foundation in English”. It provides
learners vocabulary, grammar points, even idioms or proverbs. Brown (2007) completely
agreed with the idea: this is a classroom-oriented activity in which linguistic or semantic
detail of a passage is more focused which benefits first learners. Because of its basic
characteristic, it basically develops learners other skills in studying English, too.

2. Extensive reading (ER):

2.1 What is extensive reading?

While IR plays a crucial role in developing learners’ reading skill, IR itself restrain students’
fluency and confidence since it slows speed and allows students to have a pause too many
times to look up the new words in the dictionary to meet a better understanding of grammar
and vocabulary. (Julian B. and Richard R., 1997). For this reason, ER calls for many
researchers’ attention and is always appreciated as well as encouraged in reading teaching
and learning.

In the words of Allan M. (2008), ER allows students to freely choose various kinds of text
types and topics interested to them. In other words, their reading usually aims at pleasure,
information and knowledge. There are no or just few exercises or tasks followed. Using
dictionary is, of course, not to keep the reading speed smooth and fast. Allan continued with
the role of teacher in teaching students ER as a model and more important, teacher needs to
give students a clear explanation about the goal and procedure to make sure they are in the
right track. Julian B. and Richard R. (1997) supported those ideas that in ER, readers are
more concerned with the meaning of the text than the meaning of individual words.

2.2 Why do ESL students read extensively?

Freely choosing favorite materials to read as much as possible is a good way, according to
Julian B. and Richard R. (1997), to develop a “taste” for foreign language reading. In this
case, reading to them is very natural and autonomous. They read willingly and certainly, they
can “visualize” and “interpret” what they read in their own way (Allan M., 2009). In this
way, readers even consciously or unconsciously, they open wide their knowledge about
everything in the world, especially, the culture. This knowledge would be the idea resources
for learners to write, speak and then, turning back, it is the background knowledge to read
other materials. Krashen (2004) believed that reading as much as possible is a powerful tool
to impetus reading skill, writing style, vocabulary and even grammar as well as spelling. This

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is actually a process of increasing second language competence which, as Grabe (1991)
mentioned, helps learners to boost learners’ confidence with extended texts and as Allan M.
(2009), to create and sustain motivation to further reading. If traditional reading makes
students feel bored, now, ER makes them becomes eager readers. (Mason and Krashen,
1997).

Another benefit of ER is to make students recognize and exploit redundant elements in
reading texts. According to Timoth B. (1998), word by word reading may lead to overloading
to successfully interpret the message. Therefore Kalb (1986) always appreciated ER because
of its minimizing textual redundancy to help students read faster and get more useful
information.

We can see that both IR and ER provide students good opportunities to read. ER,
nevertheless, is much more beneficial due to its power to go beyond what is called “read”
only. Fascinating features are there, but applying ER in teaching and learning is not easy at
all.

2.3 The influence of educational system in Vietnam on applying extensive reading:

To have a deeper understanding about teaching and learning in Vietnam toward ER, it’s
necessary to have an overview on education system in Vietnam.

Education in Vietnam centralizes the traditional view of teacher-student relationship which
supports teacher-centered methods and where structured curriculum dominates. (Le V. 2000).
Due to the limit of time, the learning environment focuses on the exams. According to
Nguyen (2002), “This kind of exam-oriented style strongly affects learners’ motivation and
learning styles”. Choosing reading strategies and reading materials, therefore, mostly supply
the requirements of nation grammar-based examinations. (Liem D. 2006). It is obviously that
there is no time for applying ER in class.

One more reason makes IR more popularly used not only in Vietnam, but also in other
educational system is that it helps to eliminate the gap between various-level students in
class. (Joseph K, n.d). In the class, there is always diversity among students. Applying IR
method is also an effective way to make many “not good” students not feel that they are “left
behind”. For many obstacles, ER is now still rarely used, especially, in Vietnam.

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III. The importance of Reading to English Learners

To pronunciation improvement
Reading aloud helps learners learn better, especially pronunciation. Whisper reading can help
learners understand the conceptual information and inspire their imagination as well as
guessing. Both types of reading are very useful for learners. Determining when we should
use intensive and extensive or combination of both is really important.

To vocabulary enrichment
Michael P. Critchley pointed out the importance of reading on vocabulary acquisition. He
also showed out disadvantages of detextualization the word lists. A numbers of educational
researchers admitted that there is a strong correlation between reading and academic success.
In fact, through reading, readers gain a vast vocabulary and essential knowledge, structures
of individual sentence as well as a piece of writing. Therefore, developing reading
competence is essential for academic achievement (Paul Shoebottom).

To spelling capability
There are numbers of research about the correlation between reading and spelling.
Obviously, the more students have chance to interact and see the language, the better they
remember the words. According to Susan Jones (2009), “the correlation between spelling and
reading comprehension is because both depend on a common denominator: proficiency with
language. The more deeply and thoroughly a student knows a word, the more likely he or she
is to recognize it, spell it, define it, and use it appropriately in speech and writing.”

For relaxation

Reading is a kind of relaxation, reading on the bus, while waiting, etc. Therefore, it’s
necessary but not very easy to get in the habit of reading. Michele Miller (2004) carried a
small research at Pasco High School about reading and relaxation and found that it’s helpful
for students to read just for relaxation in a student coffee shop. There are a lot of positive
responses to this program.

To readers’ spiritual development
According to Jennifer L. Plaskota, reading has a contribution in developing students’
spirituality in Beyond Literacy: the Influence of Reading and Stories on Children’s Spiritual
Formation. It’s no doubt that every reading text helps to enrich our knowledge as well as
moral lessons underneath the words. Therefore, besides grasping words, grammar, writing
format, readers also learn a lot from the texts. However, reading usually stops at the level of
analyzing the surface structures – vocabulary, grammar points and translation, and there is a
little attention on discovering what embedded in it. Lisa Davis (2005) stated that “reading is
the foundation for developing an understanding of conceptual information and it sparks
imagination”. In fact, reading plays a not less important role in developing human’s brains.

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For enhancement writing skill
It’s no wonder that reading and writing are the mutual interactive skills. There is a close
relationship between reading and writing format. The more they read, the better their writing
ability is and the more skillful in using words in writing is.

To continuously knowledge updating
The habit of reading can add to the information available on various topics. It also helps the
readers to stay in-touch with contemporary information and makes them sensitive to global
issues and helps them catch in hand what is going on around them.

Generally, reading texts are good sources and wealth choices for self improvement and
motivation. They have a great contribution towards proficient achievement. In addition, they
are informational and reliable for what we may query for a long time without satisfactory
answers.

IV. Why do teachers continue to use so many questions, activities, etc. instead of allowing
students to ‘just read’?

Basing slightly on what Prof. Maley A. (2009) stated in his article” Extensive reading: why it
is good for our students…and for us”, we find out a part of explanation on the why: teachers
do not use extensive reading more often because of the insufficient time, the lack of
resources, the unavailability of reading-materials, the extensive reading not linked to the
syllabus and the examination, the lack of understanding of ER and its benefits, the downward
pressure on teachers to conform to the syllabi and the textbooks , and resistance from
teachers - who find it impossible to stop teaching and to allow learning to take place. From
the perspective of Castiglioni M. (November, 2002), Working with classroom readers, it is
no doubt that extensive reading can be more inspiring and engaging than standard approaches
once being combined with activities and questions. It may simply become a repetition of
what is written in the book thanks to answering questions. “Engagement” in activities helps
learners become better readers. Students, by consequence, can obtain ability in “dealing with
the organization of ideas: the know-how to distinguish a main idea from a secondary one”.
They can be well-aware of the connections between ideas at paragraph and text level.
Standard approach – solely Extensive Reading, from a certain extent, can have negative
effects on learning. In addition, being well-acknowledged with what Dick Allwright (1984,
p.9) used to say” the importance of interaction is not simply that it creates learning
opportunities, it is that it constitutes learning itself”, students can enhance their reading as
well as learning with sole regard to the teachers’ initiation – asking questions. Imagine that
our government and MOET one day decide “Extensive Reading” to become an official

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subject in every schooling system. Students do nothing but reading. They can choose to read
a lot of topics which are of their great interests. Do you think that they will carry out
correctly the reading in light of extensiveness? There seems little doubt that, according to
Prof. Maley A. (2008) in “Extensive Reading: Maid in Waiting”, “what is labeled as ER is, in
fact, a version of Intensive Reading, where the value of the text as reading material is
subordinated to its use as an exemplar of grammatical lexical forms”. As a matter of fact,
Vietnamese learners, for thousands of year, are little passive. Teachers are regarded as
respectable authorities and students are taught to be quiet listeners. The teachers wonder
whether students can enhance their sense of activeness in learning if they do not continue to
use many questions, activities to provoke the brainstorming of their students. Once they use
questions, it helps draw students’ attention more into reading. Students can implicitly become
panoramic image viewer of what is going on. They, besides, strongly believe that
“negotiation facilitates acquisition because it connects input, internal learner capacities,
particularly selective attention, and output in productive ways" (Long 1996, pp. 451-2).” In
association with the image of “magpie”, whenever we apply something, we should have a
sense of selectivity on target significance because magpie, as we know, is a white and black
bird which likes to pick up everything shining and interesting. Therefore, it is of great
necessity to consider whether or not we – teachers should integrate activities and questions
into reading. The decision is obviously depended on each individual.

Chapter 3: PEDALOGICAL IMPLICATIONS

As we know, reading plays a very important role on language learning development. It not
only helps develop the language skills but also have a contribution on cognitive and spiritual
development. Therefore, it’s necessary to exploit reading in language learning process. There
are some primary pedagogical implements resulted from above:

• Combine the two types of reading in order to get the highest result. Teachers should
be flexible in choosing the method that best supports their teaching.
• Integrate Extensive reading with activities and questions to make sure that students
grasp the ideas of the text.
• Have a great consideration on rearranging time so as to both meet the requirement of
testing system and have time for reading.
• Assign timed reading based on the levels of students. Inappropriate assigned time
may cause boredom and discouragement among students. Jeremy Browning gave
some suggestions on how to time reading in “Why Teachers Should Use Timed
Reading in ESL Classes”
• Allow students to freely choose the materials they like to read.

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• Don’t test isolated items. In other words, teachers don’t try to separate grammar and
vocabulary from the context. Teachers should be innovative in how to test and how to
motivate them through each test.

Chapter 4: DESCRIPTION OF BRIEF ACTION PLAN

Knowing the importance of reading on learning a language, teachers should themselves get in
the habits of reading as models. In other words, teachers want their students get in the habits
of reading; they have to initially set an example for their students. Reading aloud can help to
encourage students’ desire on reading. There should have a skillful combination between the
two kinds of reading in order to get the high result. In the hope of developing reading
motivation, some suggestions are given:

• In order to evoke their reading interest, teachers should have a great consideration on
choosing reading materials with care of students’ level, age range, English background,
topical knowledge, interest, gender, religion, etc. Learners, in addition, are required to
find materials that interest them from magazines, web pages, newspapers, brochures or
whatever. It can become their weekly task to find one article which is of their real regard;
which they can read comfortably and rationally.
• It’s necessary to assign timed reading and this depends closely on the individuality. There
should have some rewards for this as well.
• If possible, simplification is recommended. With the effort to encourage them to read
without interference, texts should be simplified appropriately to students’ levels.
Furthermore, redesigning the text is highly appreciated. With the powerful assistance
from Internet, teachers can make their texts more attractive, vivid and comprehensible by
illustrations.
• Teachers should integrate reading with listening. There are varieties of readings texts
with audio included. This makes students get familiar with the sounds and have the
connection between words and its sounds. Moreover, reading aloud is strongly suggested
for children. It also helps to get children’s attention and let them be familiar with the
connection between sounds and written forms.
• It’s necessary to apply summarizing or paraphrasing after reading. This can help students
develop their speaking skill as well as gain the knowledge for their own. Stopping at
understanding is not enough, they may forget later. However, they can restate the reading
contain by using their memories and their own words. At that time, knowledge from the
books is theirs. Summarizing and paraphrasing also contribute to develop logical thinking
among students.

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• Teachers should encourage learners to read as much and continuous as possible. Teachers
have to monitor their learners’ reading skill, the speed, the range and the volume of
English materials assigned. In order to motivate their reading habits, teachers have to
work hard in selecting comprehensible input. There are some suggestions for a
comprehensible input. First, teachers should know clearly about the subjects, such as
their knowledge, English background, interests, etc. then, deciding how to redesign,
simplify and use illustration the text for individual differences.
• In order to not create any interference while reading, it’s suggested that the text should be
lower level of difficulty (i-1) in the first stages. The interference such as vocabulary,
strange structures, etc. may cause boredom or discouragement. Increasingly, the level of
difficulty is slightly promoted by time. After getting familiar with and interested in
reading, the formula i+1 is applied.
• Teachers do not ask them to translate as well as translating for them. It’s a good idea for
them to state the theme, the main ideas, and if possible what they can learn from that text.
• For reading development purpose, making enough conditions for reading. It’s strongly
suggested that there should have a comfortable, spacious and inspiring place for students
to come. Here they can find different kinds of interesting and illustrative stories and
books ranged in specific locations for specific levels. Choosing time and place to read
also have an important role on reading motivation. Don’t forget to give them
opportunities in choosing the text they feel like to read.
• Slogans, famous maxims and proverbs and the like are hung everywhere in schools and
classes. This must be in striking displays so as to attract students’ attention towards
reading. It helps to shape their reading habits.
• Teacher should play a role as a guidance to help them how to explore their purposes on
reading. In order to motivate students’ interest in reading, it’s vital for students to set up
their purposes before reading and a need of teacher’s guiding. Teachers have
responsibilities for helping them to clarify their purposes. Since books are informative
resources for different purposes such as for relaxation or for fun, for getting knowledge
and the like. Therefore, teacher’s guiding is very important in helping them to know and
determine purposes. Besides, with teachers’ guiding – showing them how to read
effectively, they will have a clear direction on what they are doing. With this intention,
skimming and scanning are recommended, where they can get the main ideas, etc.
• Teachers should help them how to use a dictionary if necessary effectively. There some
words having a great influence on understanding the meaning of the text; it’s necessary to
look them up in dictionary. However, how to use a dictionary more effectively is also a
consideration. Using the “right” dictionary not only replies to their uncertainty but also
helps them in vocabulary improvement.

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• In compliance with the advice of Waring R. (2003), Getting an Extensive Reading
Program going, the learners also need to know the goals of the ER program; when they
have to return books; and how much they need to read either by number of books or page
targets. They must be well-recognized of how many books they can borrow; how their
reading will be evaluated; and when they have access to the library. They should identify
whether they have to follow up exercises or write reports and the like.
• Last but not less, skillful combining intensive and extensive reading is crucial. In
consideration on the interference on extensive reading such as educational system,
intensive is another choice. However, reading skill can only develop required a
continuous process. This means that students not only read in but also out of class. Once
again, timing reading play important role on students’ achievement. Therefore, assigned
reading shouldn’t be too long as well as too short. Wrong timed reading may leads to bad
effect.

Chapter 5: CONCLUSION
After a long way of discovering the significance of ER, there is no deny of its benefits to
all teachers and students in terms of widening background knowledge, linguistic
competence and even having an important influence on learning other skills such as:
listening, reading and especially, writing skill. Facing to the restraint of extensive reading
application in educational system, we should take into account that it’s an ideal time for
schools to start introducing ER even in the very first levels to set up a habit of reading as
much as possible and become a skillful reader when they are at high levels. This does not
mean that we disclaim the role of intensive reading which provides learners the
foundation to access the level of “fast and much” reading to get the most information.
Taking the role of language educators, we need to be pioneers to be fully aware of
reading’s significance in general and extensive reading, in particular. Why don’t we, in
other words, spend much time on reading and practice reading as much as possible to
become models for our students?

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Reference:
Albert J. Harris and Edward R. Sipay, 1985. How to Increase Reading Ability: A Guide to
Developmental and Remedial Methods

Brown, R. V. 2007. Extensive Reading in Action. Seinan University, Fukuoka, Japan.

Allwright, R.L., 1981. The importance of interaction in classroom language learning. Applied
Linguistics 5, 156 – 71.

Canagarajah, 1999. Resisting linguistic Imperialism in English Teaching, Oxford: Oxford
University Press.

Castiglioni M., November, 2002. Working with classroom readers.

Retrieved on September 23, 2010 from the website of BBC:

http:// www.teachingenglish.org.uk/try/activities

Day, R. and J. Bamford, 1988. Extensive Reading in the Second Language Classroom.
Cambridge University Press: Cambridge, U.K.

Day, R. and Banford, J., 1997. 'Extensive Reading: What Is It? Why Bother?' The Language
Teacher Online. Available:

http://langue.hyper.chubu.ac./jp/jalt/pub/tlt/97/may/extensive.html

Grabe, W., 1991. 'Current Developments in Second Language Reading Research.'

TESOL Quarterly 25/3: 375-406.

Hoang Tuy from http://chungta.com/Desktop.aspx/GiaoDuc/DeXuat-GiaiPhap-
GD/Can_benh_tham_can_co_de_giao_duc/

James Paul Gee, 2008. Social Linguistics and Literacies: ideology in discourses

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Jennifer L. Plaskota, 2008. Beyond Literacy: the Influence of Reading and Stories on Children’s
Spiritual Formation

Jeremy Browning, IX (6), 2003. “Why Teachers Should Use Timed Reading in ESL Classes”

Kalb, G., 1986. 'Teaching of Extensive Reading in English Instruction at the Senior

Gymnasium Level.' Die Neueren Sprachen, 85, (pp 420-430).

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Le, C., 1999. Language and Vietnamese Pedagogical Contexts. Available online at:

http://www.languages.ait.ac.th/hanoi_proceedings/contents.htm.

Liem DoHuy obtained an MA in Applied Linguistics from KMUTT in 2006. He teaches EFL
courses for undergraduate students at SaigonTech in Saigon, Vietnam. His research
interests involve reading in all fields, communicative language teaching, ESP course
design, material development and teacher development.

Long M., 1996. The Interaction Hypothesis: What it is and How it Naturally Occurs in the ESL
Classroom.

Retrieved on September 25, 2010 from the website of “Associatedcontent”:

http://www.associatedcontent.com/article/1764572/the_interaction_hypothesis_whatit.ht
ml

Maley, Alan, 2008. ‘Extensive Reading: Maid in Waiting’ in B. Tomlinson (ed) English
Language Learning

Maley, Alan, December, 2009. “Extensive reading: why it is good for our students… and for us.”

Retrieved on September 25, 2010 from the website of British Council:

http://www.teachingenglish.org.uk/think/articles/extensive-reading-why-it-good-our-
students%E2%80%A6-us?page=2

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Maley, A., 2008. ‘Extensive Reading: Maid in Waiting’ in B. Tomlinson (ed) English Language
Learning Materials: a critical review. London/New York: Continuum p133-156

Mason, B. & Krashen, S., 1997. Extensive reading in English as a foreign language. B

System, 25, 91-102.

Michael P. Critchley, 1998. Reading to Learn: Pedagogical Implications of Vocabulary Research

Michele Miller, 2004. Reading and Relaxation.

http://www.sptimes.com/2004/11/10/Pasco/Reading_and_relaxation.shtml

Paul Shoebottom, 1996-2007. The Importance of Reading

http://esl.fis.edu/parents/advice/read.htm

Richard R. Day,Julian Bamford. Extensive Reading in the Second Language Classroom

Susan Jones, 2009. Importance of Spelling.

http://www.spellingcity.com/importance-of-spelling.html

Waring R., 2003. Getting an Extensive Reading Program going,

Retrieved on September 25, 2010 from the website of Rob Waring’s Extensive Reading:

www.extensivereading.net/er/get_ER_going.pdf

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The importance of reading on teaching and learning

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