Zhivka Ilieva is an associate professor at Dobrich College, Shumen University. She has a PhD in Methodology of English Language Teaching. As part of her research she has classes at primary schools and at kindergartens. She presents at conferences dedicated to language teaching and teacher training in Bulgaria and abroad. Email: zh.ilieva.bg@gmail.com

 

Note

This article is part of Project 08-61/24.01.2024 of Dobrich College, Shumen University, Bulgaria.

 

Introduction

The idea of extensive reading programmes is not a new one. Reading is a current topic among teachers; reading picture books is part of a child’s development. Foreign language teaching will only benefit if we include picture books and thus will contribute to developing positive attitudes towards books and reading in general.

The article presents an extensive reading programme with future primary and pre-school teachers which includes reading children’s books and describing them in a reading diary. It also presents the results of a questionnaire among these student teachers. The purpose of the questionnaire is to check the respondents’ attitude to reading, to keeping a diary and to the whole programme, and also to check if the programme meets the basic benefits of extensive reading. The analysis of the diaries will be the subject of forthcoming publications.
 

Extensive reading

Bamford and Day (1997) view extensive reading as “a communicative meaning-oriented, "real reading" approach to reading instruction in contrast to form-oriented, discrete skills, or translation approaches.” Nell (1988) sees it as a goal and as rewards. As stated by Extensive Reading Central

“Extensive Reading (ER) is an approach to second language reading. When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency. … students learn to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases.” (definition by ER central)

According to the ER Foundation (2011: 1)

“When students are reading extensively they read:

quickly,

and enjoyably,

with adequate comprehension,

so they don’t need a dictionary.”

The purpose of extensive reading is defined by Welch (1997) as “general understanding and enjoyment”. Our programme includes at least 15 picture books for an academic year (a lot for some of the students), and as the students state in the questionnaire, it is an interesting task, the books are comparatively easy and pleasant to read.
 

Reading diaries

I have chosen the notion Reading Diary, but some authors (Poel www, Cottrell 2018) use Reading Journal. The two notions are usually used interchangeably. Diary is of Latin origin while journal of French origin (Online Etymology Dictionary) the root of both is day: daily record. Walker (2021) describes diaries as enumeration of events, while journals in her opinion contain analysis, emotion and personal opinion. Juma (2023) states that all journals are diaries but not all diaries are journals, therefore I use the wider notion. Moreover, Goldentouch (2020) uses reading diary and our diaries contain the information described in all his 5 types of diaries.

One of the benefits of keeping a diary in Cottrell’s (2018) opinion is to “get a sense of satisfaction from knowing how much you’ve read and how much you’ve benefitted from it.” Poel (www) states that it helps one “get into a habit,” visualizes progress, and aids memorization.

Goldentouch (2020) outlines five types of reading diaries. These are Spaced Repetition, Bibliography, Summary, Search Report, and Creative Ideas. Our reading programme unites them all. He (Goldentouch 2020) states about the Spaced Repetition that “the basic idea usually associated with reading diary is long-term memorization.” The purpose of our diaries is in conformity with this: the student teachers are to memorize certain linguistic material (grammar and lexis they have chosen from each book) and the ideas about these books as a methodological resource (cross-curricular links, potential for literacies and skills development). The basic purpose of the Bibliography diary is “the ability to return to the document we need” (Goldentouch 2020). Here we can widen the tasks of the diary: so that other students can find the books in order to enrich their collection and to learn to describe the details in the References section in an article, providing practical experience. The third type of a diary Goldentouch (2020) describes, Summary, has a different purpose in our programme: giving students practice of retelling – written practice in the context of reading picture books. In our case the Search Report is connected to the number of topics, cross-curricular links, literacies and skills we can develop through the book. Finally, the Creative Ideas type in our case comprises ideas about how to use the book with children.
 

Description of the programme

The programme is planned for the students of Primary School Pedagogy and a Foreign Language, and of Pre-School Pedagogy and a Foreign Language. The extensive reading programme is in their second year. They have to read and describe in their reading diary 15 books for children; 5 with a line or two on each page (so that they have ready to use materials next year), 5 with more text e.g. Franklin, Curious George (so that they can learn new words and structures and contribute to their own linguistic development), and 5 of their choice depending on their language level. During their third year in the college, we use the books read in the seminars of Methodology of Teaching English to Young and Very Young Learners, Children’s Literature in a Foreign Language and Current Topics in Teaching Young Learners.

The reading diaries described contain information about the book (bibliographical details), information about the author; short description of the subject matter, the happenings, the characters, the atmosphere, the relations, the mood, the moral. Student teachers answer the questions “What did I learn?” (vocabulary and grammatical structures) and “What will the children (in the kindergarten or the primary school) learn?” (words, phrases and structures); “Which literacies does it develop?”, “Which 21st century skills does it develop?”, and what cross-curricular links they can realise through it.

Diaries give information about:

1. The level of the learner. Those who are confident find more difficult books while those who have difficulties choose simpler and easier books.

2. The words and phrases they have learned.

3. Typical mistakes and items for further work.

4. The words, phrases and topics they have chosen to teach.

5. Their methodological ideas about the books as a resource of teaching EFL (English as a foreign language) to young and very young learners.

The extensive reading programme provides rich material for ideas for lesson planning in the third year and during the students’ internship. When student teachers exchange their books, they enrich their collection of books for work with the children.
 

Questionnaire results and comments

The questionnaire is developed to follow the students’ opinion and to check if our programme meets the extensive reading advantages summarized by Ilieva (2013) on the basis of Bell (2001), Dubravcic (1996), Krashen (2009), Maurao (2011), Nation (1997), Waring (1997). It is divided into two parts: the first one concerning the process of extensive reading and the second one concerning the usefulness of the reading diary (see Appendix 1). 74 students submitted their answers. These are about ¾ of the 2nd and 3rd year student teachers.

The responses to Question 1 show that:

95% of the student teachers consider reading children’s picture books in their free time provides comprehensive language material; 

100% think it increases learners’ general linguistic competence; 

96% agree that it increases vocabulary stock – new words, combinations and collocations, models, whole phrases; 

96% – that it improves writing and spelling skills; 

91% – that it motivates learners read; 

99% – that it improves reading skills and develops fluent and fast reading; 

99% – that it develops faster access to vocabulary stock; 

85% – that it focuses attention on work with ideas instead of on work with words; 

93% – that it reinforces language material; 

97% – that it improves listening skills; 

95% – that it improves oral presentation skills;

97% – that it improves fluency; 

92% – that it improves use of language and knowledge about language; 

99% think that reading children’s picture books develops confidence in work with long texts; 

91% – that it stimulates investigating texts; 

91% – that it develops predictive skills; 

95% agree that it develops habits of reading and love for reading; 

99% – that it contributes to multiple literacies development (visual, food, ecological, environmental, school, social, etc.); 

96% – that it contributes to 21st century skills development; 

99% – that it aids learners forward to each other their enthusiasm for reading; 

97% – that it aids learners exchange, discuss, offer books and other materials.

After this series of statements there is a section for comments. About 9 % of the respondents paraphrase the questions in their comments. Others write a combination of the statements from the questionnaire and add other positive effects of reading:

“I think that reading children’s books contributes to the development of a variety of skills in children. It develops their attention, their imagination, their fluency in the foreign language, their ability to participate in conversations. It enriches their vocabulary stock and the ability to use the vocabulary items.”

“Through books children acquire whole phrases, their meaning and use. I think pronunciation can also be improved, children become more confident. These are only part of the positive effects of reading.”

“Reading books cannot be harmful in whatever way!”

“I am sure reading enlarges the vocabulary stock, improves reading skills, develops fluency and fast reading skills.”

Still other students write creative comments, their own opinion:

“Each book we read enriches our knowledge.”

“I think there is not a better way of learning, understanding, etc. in English, than reading books. Another important reading component is reading aloud which is a good pronunciation and language practice.”

“Reading aids the development of imagination and logical thinking, it improves communicative skills.”

“I think modern teachers must develop love for and need of reading.”

“Introducing books at an early age is of key importance to the child development.”

“I keep to my opinion that listening to stories is a favourite activity for the children, part of their childhood. Therefore, storytelling has an important role and helps teachers teach new material. With stories children learn more effectively.”

“Reading and listening to stories are good approaches for language skills development. When we read something interesting, the probability of remembering more information more successfully is greater.”

“It is very interesting while reading books for children to imagine the dramatization of the text, to search for information about the author (life and books). We find interesting facts.”

“Children’s books are a means of visualizing, they provide context for playing a variety of games.”

“I consider that everything we do in our free time like reading books, looking through the pictures of the books and other materials would aid the development of reading and language skills, BUT it should not to be forced.”

“I would recommend including other books as well, not only books for children.”

“Reading books is a good activity for every free moment.”

“Reading both in English and in Bulgarian can be only positive. The earlier we start, the better in order to build routine.”

“Reading books and the skills it develops can only aid the development of the skills of any century ☺ “

“If the child loves reading, then reading English books will be a great pleasure; if the child does not like reading, I think this would not work.”

“Reading children’s books in a foreign language is one of the best ways to improve one’s language level. I do not think reading books contributes to the development of the 21st century skills because I think that power point or other presentations or e-lessons could be more appropriate for it. I state that each book read enriches our knowledge, no matter of our age.”

“Reading books wouldn’t improve oral presentation and pronunciation since it is silent reading. Readers need to hear regular pronunciation, not only read the text.”

The responses to Question 2 show that:

12% of the students think that the most suitable number of children’s books for future teachers to read is 10; 

32% that the most suitable number of children’s books for future teachers to read is 15; 

20% that it is 20; 

36% that it is good to have more than 20 books.

Here are some of the comments:

“10 is the best number.”

“If there are people that cope very well in English, then they can read more books.”

“15 is a good number, they are small, they are easy and pleasant for reading.”

“I think that 15 is enough for the kindergarten.”

“I think 15 is enough.”

“I think 15 is enough because of the busy programme we have.”

“If the books are more, we will have to hurry and will not be able to pay attention to the new words (pronunciation and spelling).”

“I think that less books but with better quality is a good variant.”

“I marked 15, but I think that we can read more and each book makes us richer.”

“I think that the best number for future teachers is 15-20 books.”

“It depends on the time, but I think more than 15 would be OK.”

“I think 20 books are a good number: to be read, understood and taught.”

“In order to have rich material for work – 20 books.”

14% of the respondents say “The more, the better.” in their comments:

“The more, the better, as a whole, children’s books are very interesting and it would be good to read.”

“The more we read (without a definite number), the more our language competence will improve.”

“For the future teachers the more books we read the better both for us and for our learners.”

“Books are funny, they are motivating, provide useful information and have a moral, so the more, the better.”

“It depends on the length. The more books the teacher has read, the greater the opportunity for linking a word with a topic.”

“The more materials the teacher has, the greater will be his / her freedom when preparing the lessons, he / she will have more ideas, will be able to choose the most suitable material for the group taught (each group and each child have various interests).”

Other comments of the students who have chosen “more”:

“I choose more – I think we can read more books. “

“The number of the books depends on their length. If they are 50 pages, it would be useful to be more, so that we avail of the process at most, so that the reader can see the deep meaning, read more and meet new words and phrases, as well as improve their reading skills.”

“Reading books is an important vocabulary resource. Children who are read to always demonstrate richer vocabulary stock. Reading books in English and listening to stories in English will aid faster learning and language development.”

“If the question is how many books the teachers have to read, my answer is as many as possible. How many of them would be introduced to the children will depend on the age and level of linguistic development of the child.”

The responses to Question 3 show that 93% of the respondents consider that reading authentic English books for children has its place in English teaching classes at the kindergarten / primary school.

The comments about how, when – in which part of the lesson or the daily routine are:

7% say “Any time!” or “At any moment.”

“When the stories and books are well chosen for the target group, they must be interesting for the children. When they are read with good pronunciation, expressively, they would be the favourite activity for the kindergarten children. Most stories can be presented as situations, with puppets in order to attract attention.”

“Yes, they definitely have place in the English language classes.”

“I think that we should start reading books to children as early as possible. This way we provoke learners’ interest. It is proven that foreign language learning is more successful when started early.”

“Children have to be acquainted with suitable literature works in the foreign language.”

“It is good for the children to contact this authentic world created by the author.”

“It would be good if the children read books in foreign language classes more often.”

“Yes, of course! It aids learning and acquisition and can be used when practising or reinforcing material.”

“Reading real children’s books can be very useful in the kindergarten – they acquire feel and love for the language when the books are properly chosen.”

“We can start with familiar books. When we use stories children already know or books that have film version, children will easily understand them.”

“We can start with books with just a little text and a lot of pictures; with simple sentences.”

“Yes, if the book is suitable and gives new knowledge in interesting and exciting ways.”

“In the primary school they surely have a special place; in the kindergarten – in the 4th group or in the optional classes.”

“I cannot say when exactly, it depends on the situation, on the group.”

“Books have different influence, but they have their place in English language classes for sure.”

“As for the question HOW, we can guess which the story is, to ask and answer question, or dramatize it.”

“In the beginning or at the end of the lesson.”

“In the kindergarten the teacher may determine two or three days for work with books. OR books can be used as a reward or as a surprise.”

“We can read a story and then have a physical activity together with some of the characters, then we can have a conversation with the characters, and after it – practise short dialogues. We have to prepare a suitable emotional warm up before reading the story so that children know what to expect.”

“Books can be used in the warm up and as a transition to a new topic.”

“They can be connected to a topic, to forthcoming holidays and festivities, e.g. “A Christnmas Carol.”

“With 4th group in the kindergarten for dramatization.”

9% of the respondents have commented that reading books has to be postponed until children are advanced enough, or until 3rd or 4th group at the kindergarten. (in Bulgaria there are 4 groups in the kindergarten 1st group (3-4 year-olds), 2nd group (4-5 year-olds), 3rd group (5-6 year-olds), 4th group (6-7 year-olds) and at the age of 7 children go to school)

There is only one comment “It is not necessary in the kindergarten.”

The responses to Question 4 show that 20% of the students think that reading authentic English books for children in English language classes at the kindergarten / primary school has risks (80% consider there are no risks).

Comments show that these risks are usually connected to difficult words (5%), complex language (1%), use of outdated words or phrases (3%), children would not understand (7%), confusion between the two language systems (3%) and not good choice or good enough pronunciation on behalf of the teacher:

“This is not a risk, but there might be words that no one uses any more.”

“Sometimes we have to adapt the story, because the text has to be at the level of the learners, otherwise we lose their attention. The topic must be liked by the group.” (3%)

“It is risky if we do not read very well, proper pronunciation is very important, because children remember everything.” (3%)

“It might be risky if the teacher is afraid of using books, but if he / she can overcome this fear, the efforts will be rewarded.”

5% of the respondents stress that books are usually extremely useful, but the key component is proper choice.

16% express their firm position that using books with young and very young learners cannot be risky or harmful:

“I do not think reading books can be harmful.”

“I am sure reading books cannot be harmful.”

“There are not and there cannot be risks!”

“I do not think there might be any risks in reading authentic books, on the contrary: this can be positive and encouraging experience. Stories always enrich children’s language and speech.”

“There are no risks, children can enrich their vocabulary stock.”

The responses to Question 5 show that 88% of the students consider there is a place for a reader’s diary when learners read authentic English books either in their English language classes or at home. (kindergarten / primary school)  

The comments include:

“I think that both reading books and keeping a reading diary are very useful.”

“Definitely: those who can write will make a traditional one with text, kindergarten children will make an album with illustrations of certain moments, of their favourite scene, or a succession of pictures.”

“Definitely! When we make a diary, we are more careful about what we read, about the text and its meaning.”

“I strongly approve it.”

“It is a good practice for both primary school and kindergarten. In the kindergarten children will draw a memorable moment.”

“I think that the diary can take the form of a table: in the primary school there are words in the table and the students fill in “X” if the word is connected to the story; in the kindergarten there are pictures instead of words.”

“It makes work easier.”

“In my opinion the diary in the primary school should contain the most important information about the book, e.g. author, characters, general content, key messages. For us, the future teachers, the diary has to contain some more details, as cross-curricular links, potential for competences development.”

“There is a place in the primary classroom, diaries let us see what the child has understood, and how many books he / she has read.”

“The diary is a positive practice. Children find information and write about the author, general content, practise the words met in the book, browse through the text once again.”

“The diary helps the reader go deeper and read more carefully, enrich or gain information about the author.”

“This helps them practise and improve spelling.” (primary school)

“They have to include the most important information.” (primary school)

“I think it’s useful and necessary because it helps remember the story as well as new words.”

“There must be a diary to show that the book has been read and to help the child remember it at a later stage.”

“The diary of the primary school students may include author and title, short description, the most loved and the most impressive moments.”

“The children I taught during the project Students’ Practice all had reading diaries and liked the idea very much. Filling in the diary was an interesting and motivating experience for them.”

“A very interesting task. It realizes cross-curricular links. It is rewarding when one enters the next book. The task might include a number: about 10 books by the end of the school year.”

“Diary in the kindergarten can be presented as a kind of a game or a contest for the most beautiful diary. It will start in the beginning of the year (or the course) and will finish at the end of the school year (the course). The children will make an illustration to each book read. We can motivate them with small rewards (stamps, stickers). In the primary school there will be text as well as pictures, learners will be able to read on their own at home, so at the end of the year those who have the greatest number of book entries will receive bigger rewards.”

“In the kindergarten we can use illustrations. Children can draw the main characters of each story and then we can discuss the pictures and the characters, why the character is painted like that, what characteristic features it has, which are depicted and why.”

“The children in the kindergarten can use pictures, e.g. the episodes of the story.”

“The children at the kindergarten can draw the most impressive moment for them.”

“In the kindergarten pictures and symbols for each story.”

“Picture diary in the kindergarten.”

“The diary in the kindergarten will be made of pictures – visualization is of key importance at this stage, moreover they cannot read and write.”

An interesting suggestion: “I do not think reading diary is applicable in the kindergarten unless the teacher makes one for the whole group.”

And a few negative comments:

“I think children at the kindergarten are too young to have a reading diary.”

“There cannot be a diary in the kindergarten – children do not write.”

“I don’t think there should be.” (in the kindergarten)

The responses to Question 6 show that:

95% of the respondents think keeping reader’s diary improves learners’ general linguistic competence; 

99% consider it increases vocabulary stock: new words, combinations and collocations, models, whole phrases; 

95% – that it improves writing and spelling skills; 

93% – that it develops faster access to vocabulary stock; 

88% – that it focuses attention on work with ideas instead of on work with words; 

96% – that it reinforces language material; 

93% think that keeping reader’s diary stimulates investigating texts; 

88% – that it develops habits of reading and love for reading; 

96% – that it contributes to multiple literacies development (visual, food, ecological, environmental, school, social, etc.); 

91% – that it contributes to 21st century skills development; 

95% consider that keeping reader’s diary aids learners forward to each other their enthusiasm for reading and exchange, discuss, offer books and other materials.

Here are some of the comments on this section:

“For me this was the most interesting activity in English up to the moment.”

“This is an interesting way to enrich our knowledge, to fill in what we have missed, to practice, revise and remember material; to do it in an interesting, intriguing and useful way.”

“Making a reading diary enriches knowledge and skills, it is intriguing, useful, easily applicable activity. Once entered in the diary, information can be easily shared and revised which makes it a good basis for discussions and practice.”

“My diary was helpful and useful not only for me but for my child as well. We read together, we studied the new words together, she was excited to learn what will happen at the end of each book.”

“The diary strengthens the learners’ interest and curiosity to reading and books.”

“I approve making a reading diary. I think that it aids everything mentioned in the questionnaire above.”

“It was very useful for me: when I wrote the description of the book I looked for synonyms and enriched my vocabulary stock. It made me think about what to write, how to write it better, clearer and shorter, to say exactly what I think and do it correctly.”

“The diary is a very useful “companion”.”

“The diary necessitates cross-curricular links to Arts and Crafts, Nature, Mathematics, etc.”

“I recommend using such diaries.”

“They are useful in all mentioned aspects.”

“It develops writing skills, the skills to easily find the words one needs. When we have a diary, we can easily remember the books read, the material they provide and the subject matter later on.”

“It is hard in the beginning if one is a beginner, but with good will and hard work it is achievable and rewarding at the end.”

“Making a diary by the children will help them reinforce certain knowledge; will force them think, investigate, retell the story; it will help the teacher see if the book is read and understood and see the weak points and points for further exercises.”

“Reading diary motivates reader’s interest in reading, in books, in new authors.”

“Reading diary is necessary since it improves language competence and develops learning skills.”

“Diary develops the skills to retell a text, to form concise and clear sentences.”

In general, we see positive attitude to extensive reading, the reading diary and the potential for their use with young and very young learners. 

 

Conclusions

We can summarize that although some of the students were frightened in the beginning, the majority of them (more than 80% and sometimes 100%) find the experience positive, useful and fruitful in various aspects.

In conclusion, the reading programme and the diaries:

• meet all the extensive reading advantages;

• improve student teachers’ linguistic level;

• prove positive, interesting and motivating experience for the future teachers;

• provide them with material for use in the kindergarten / primary school;

• give them new ideas and inspiration for their work;

• aid their methodological preparation: they have to think of the literacies, 21st century skills they can develop, the cross-curricular links they can realize and suggest activities based on the books.

 

References

Bamford, J., R.R. Day., (1997) Extensive Reading: What Is It? Why Bother? The Language Teacher, JALT Journal, May 1997, http://www.jalt-publications.org/tlt/files/97/may/extensive.html .

Bell, T., (2001) Extensive Reading: Why? and How?, http://iteslj.org/Articles/Bell-Reading.html

Cottrell, E.H., (2018) 10 Great Reasons To Keep A Reading Journal. Heartspoken. https://www.heartspoken.com/11869/reasons-to-keep-reading-journal/ .

Dubravcic, J., (1996) Telling the Truth about Extensive Reading. The Language Teacher, December 1996, http://www.jalt-publications.org/tlt/files/96/dec/reading.html .

ER central, (www) What is Extensive Reading? https://www.er-central.com/contributors/learn-about-extensive-reading-and-listening/what-is-extensive-reading/ .

ER Foundation, (2011) The Extensive Reading Foundation’s Guide to Extensive Reading https://erfoundation.org/guide/ERF_Guide.pdf .

Goldentouch, L., (2020) Using a reading diary: 5 types of diary. Key To Study. Visualization, memory, reading and research skills. https://www.keytostudy.com/using-a-reading-diary-return-on-investment/ .

Ilieva, Zh., (2013) Teaching foreign language to young learners: Current topics. (Ranno chuzhdoezikovo obuchenie: aktualni problem, in Bulgarian), Shumen: Konstantin Preslavsky University Press, ISBN 978-954-577-782-0. 

Juma, A., (2023) Journal vs Diary Writing | What’s the difference? https://www.youtube.com/watch?v=KgMyWD6OKf4 

Krashen, St., (2009) 81 Generalizations about Free Voluntary Reading. CATS: Childrenn and Teenagers, Issue 1/2009, pp 7-12.

Mourao, S., (2011) Picturebooks are for children and teenagers, C&TS:Children & Teenagers, Issue 1/2011, pp 5-11.

Nation, P., (1997) The Language Learning Benefits of Extensive Reading. The Language Teacher, May 1997, http://www.jalt-publications.org/tlt/files/97/may/benefits.html .

Nell, V., (1998) The psychology of Reading for Pleasure: Needs and Gratifications. Reading Reasearch Quarterly, 23(1), pp. 6-50.

Online Etymology Dictionary https://www.etymonline.com 

Poel, M., ( www) How to Keep a Reading Journal and the Incredible Benefits of Using One. https://mikevanderpoel.com/how-to-keep-a-reading-journal/ .

Walker, C., (2021) journal vs. diary | what's the difference? https://www.youtube.com/watch?v=qe7B1MKhg_c 

Waring, R., (2007) Getting an Extensive Reading Program going. http://extensivereading.net/docs/get_ER_going.pdf .

Welch, R.A. (1997) Introducing Extensive Reading. The Language Teacher, JALT Journal, May 1997, https://jalt-publications.org/old_tlt/files/97/may/shr_welch.html . 

 

Appendix

Questionnaire

 

EXTENSIVE READING

1. Do you think reading children’s picture books in your free time: 

Provides comprehensive language/linguistic material YES NO

Increases learners’ general linguistic competence YES NO

Increases vocabulary stock – new words, combinations and collocations, models, whole phrases YES NO

Improves writing and spelling skills YES NO

Motivates learners read YES NO

Improves reading skills; develops fluent and fast reading YES NO

Develops faster access to vocabulary stock YES NO

Focuses attention on work with ideas instead of on work with words YES NO

Reinforces language material YES NO

Improves listening skills YES NO

Improves oral presentation skills YES NO

Improves fluency YES NO

Improves use of language and knowledge about language YES NO

Develops confidence in work with long texts YES NO

Stimulates investigating texts YES NO

Develops predictive skills YES NO

Develops habits of reading and love for reading YES NO

Contributes to multiple literacies development 

(visual, food, ecological, environmental, school, social, etc.) YES NO

Contributes to 21st century skills development YES NO

Aids learners:

forward to each other their enthusiasm for reading YES NO

exchange, discuss, offer books and other materials YES NO

 

COMMENTS:

2. What is the most suitable number of children’s books for future teachers to read? 

 

10   15   20    more

 

Comment:

3. Does reading authentic English books for children has its place in English teaching classes at the kindergarten / primary school?   YES NO

Comment (how, when – in which part of the lesson or the daily routine):

 

4. Does reading authentic English books for children in English language classes at the kindergarten / primary school have/hide any risks?   YES NO 

Comment (what risks):

 

5. Is there a place for a reader’s diary when learners read authentic English books either in their English language classes or at home? (kindergarten / primary school)   YES NO

Comment (how do you see reader’s diary at kindergarten / primary school):

 

READING DIARIES

6. Do you think keeping reader’s diary:

Improves learners’ general linguistic competence YES NO

Increases vocabulary stock: new words, combinations and collocations, models, whole phrases YES NO

Improves writing and spelling skills YES NO

Develops faster access to vocabulary stock YES NO

Focuses attention on work with ideas instead of on work with words YES NO

Reinforces language material YES NO

Stimulates investigating texts YES NO

Develops habits of reading and love for reading YES NO

Contributes to multiple literacies development (visual, food, ecological, environmental, school, social, etc.) YES NO

Contributes to 21st century skills development YES NO

Aids learners:

forward to each other their enthusiasm for reading YES NO

exchange, discuss, offer books and other materials YES NO

 

COMMENTS:

 

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