Three ways English students can learn to read at home

Kate Fitzpatrick
A woman reading outside with a book
Reading time: 4 minutes

Read more at home if you want to learn English faster: three ways to get into the habit

I can hear parents, ELT learners and teachers all over the world thinking to themselves: We know it helps if English students learn to read for pleasure at home, but how are we supposed to find the time? Who is buying these materials? What if a parent doesn¡¯t speak English themselves?

That¡¯s the beauty of reading at home, also called extensive reading: it¡¯s completely autonomous and parents can be as involved as much or little as they like. There¡¯s more good news as it¡¯s never been cheaper to assemble a selection of extensive readers for your children or students, meaning that cost is no longer so much of a barrier to reading at home.

Is extensive reading really that critical to learning English?

Stephen D. Krashen¡¯s [1]??offers a marvellous summary and critique of extensive reading studies around the world, concluding that:

"When [second language learners] read for pleasure, they can continue to improve in their second language without classes, without teachers, without study and even without people to converse with.¡¯"?(Krashen 1993 p. 84)

Philip Prowse¡¯s excellent article, ¡°What is the secret of extensive reading?¡±[2]?agrees with Krashen¡¯s conclusion.

Prowse goes into more detail about efficacy studies at primary, secondary and adult levels. This body of evidence finds that reading for pleasure improves results in grammar, writing, speaking and fluency, as well as comprehension and vocabulary ¨C both alongside and instead of traditional textbooks.

So, we know it works. As with so many education-related things, the question is how to implement them. Christine Nuttall talks about the virtuous circle of reading ¨C once a learner begins to enjoy reading, they are more likely to read more and benefit more from it, so they learn to read more, and so on.

The reverse is also true. The questions then follow: how do we motivate our Instakids to read at home in English, if they won¡¯t read in their first language? How do we carve out time between travel, work, school and homework? Here are three ways you can form the habit of reading at home:

1. Learners need access to extensive reading material at home to use it

Krashen establishes this common-sense fact based on five studies from 1983 to 2003.[2]?It can be a reading app, an online library subscription or a pile of readers in the corner ¨C whatever it is, it has to be the right level for the student and it has to be a topic they¡¯re interested in, or they¡¯ll never learn to read for pleasure.

Negative reading habits can happen simply because there isn¡¯t much available to the learner: Worthy and McCool studied 11 sixth-graders in 1998 who "hated to read", and found a direct correlation between those students and the lack of reading material at home.[3] Thankfully, we now have more options than we used to:

For extensive reading online, the Extensive Reading Foundation offers good-quality, free materials, in audio and print, at its .?These text resources and audiobooks tend to be quite basic and the stories are largely classics. You can choose by level and genre, and there is also a publisher directory.

  • You can purchase full ÃÛÌÒapp English Readers and other publishers¡¯ Kindle editions on the Kindle store, iBookstore and Google Play, and read them on an e-reader, phone or tablet using the Kindle app. These are finely-graded, contemporary, relevant e-books with titles like , , , , , , and .
  • An e-book library subscription can be a cost-effective way to get access to a lot of e-books online through your browser. is a Japanese-run online library which offers hundreds of full-text graded readers, from reputable publishers, and charges about $19 per year.
  • For print readers, cost can be an issue. If you can't buy readers at your local bookshop from a publisher like ÃÛÌÒapp, you can buy first- or second-hand readers cheaply from Amazon or the Book Depository, or you can ask your school to let you know when they¡¯re upgrading their readers library, as you may be able to take some of the older books home.

2.?Make the most of the commute or the school run

The key here is routine ¨C give it a try and see if it works for you. Reading doesn¡¯t just happen on a page. Today¡¯s English learners have multiple ways to read for pleasure on their various devices as well as in print, all of which are well-adapted for reading and listening on the train/on the bus/in the car/on foot.

I listen to podcasts on my commute by train and, to this day, I know my times tables thanks to a tape my mother used to play in the car on the way to primary school.

  • Download a podcast or audiobook. Ideally, an English learner would both read and listen, but one or the other is better than nothing. Audible.com has plenty of English extensive readers in audiobook format, and a year¡¯s membership is $10 per month, or you can buy individual audiobooks. There are classic extensive reading podcasts available on iTunes for $4.99 each.
  • Never underestimate your public library.??is an online service that finds your local library for you, wherever you are in the world. You can also search by title and see which libraries carry that particular book. Just think: you could create an instant, extensive reading library at your home for free that changes every month.

3. Consider the power of rewards

You can reward your child or reward yourself for building a reading habit. Remember, we are talking about starting a virtuous circle: persuading a learner to begin a new habit of reading in English for pleasure. Reward mechanisms can be very effective.

This idea should be explored on a case-by-case basis ¨C it depends on what you or your child responds to best. In my opinion, starting a reading habit is well worth a glass of wine, a chocolate treat, or an extra half-hour playing video games.

References

[1]?Krashen, Stephen D. (2004)?,?p57

[2]? Prowse, Philip: ¡°¡±?

[3] Worthy, J. and McKool, S. (1996): ¡°¡± in Ibid, p61

Read our other posts 'Reading strategies for primary and secondary' and 'How can teachers encourage parents to get kids reading at home?'.

Learn more about our English Readers

More blogs from ÃÛÌÒapp

  • Two people sat togther with phones smiling

    Don't give up when it comes to learning English

    By Steffanie Zazulak
    Reading time: 2 minutes

    We love sharing stories of English learners and educators whose lives have been positively transformed by the language. One such inspiring story comes from Rodrigo Tadeu in S?o Paulo, Brazil. Discover why he holds a special appreciation for mastering English.

    Motivations for learning English?

    Rodrigo grew up speaking Portuguese in South America. As a child, he never thought about learning another language. However, when he became an adult?and began aspiring to a career, he realized that expanding his language abilities would help him achieve these dreams.

    "I worked as an accountant for an American company," he said. "So, to communicate and achieve professional success, I had to learn English!"

    Rodrigo has changed jobs since then. And even though he¡¯s no longer required to speak English with his new company, he still feels a responsibility to himself to continue his education.

    The road to English fluency

    There are many tools that you can use to improve your English language skills, and Rodrigo used several ¨C some he¡¯s still using to this day. First, he started learning English formally by taking classes in high school. However, his shy disposition made it difficult for him to practice because he was afraid of failing in front of others. At the time, he didn't have?career goals motivating him to learn the language either.

    Later, however, our adventurous accountant decided to learn English in earnest, so he traveled to Canada to study and become a?confident speaker. When he returned to Brazil, he kept studying and continues to do so. Reading books and articles, listening to podcasts and copying other English speakers have also helped develop his conversational skills. Among his favorite podcasts are "English as a Second Language" and "Freakonomics".

    English learning is not without challenges

    Rodrigo noted that he struggles with pronunciation most.?¡°The way English speakers say words is very different than the way you would say something in Portuguese.¡±

    He thinks the issue is the same for Spanish speakers as well.?"In Portuguese or Spanish, if you know the words,?you can basically speak exactly what you read. In English, it's totally different. You cannot speak the words that you are reading. So you have to know about this!"

    This might be the most challenging part of learning the language for Rodrigo, but he assured us that he¡¯s not giving up.

    English for enjoyment

    Rodrigo may have initially studied English as a way to progress his career, but the language quickly became something he enjoyed.?And instead of being content with the skill that he has now, Rodrigo dreams of continuing his English-speaking education so he can travel and further enjoy his life.

    "These days, English has become fun!" he said. "Now it's better to watch movies and TV in English."

    He also mentioned that he eventually would like to visit Europe. But when asked about his dream destination, Rodrigo said that:?¡°I¡¯d like to move back to Canada, maybe live in Vancouver for a year or two!¡±

    Advice for English language learners

    After working hard for years to learn English, Rodrigo now offers advice to fellow Brazilians (and others) who wish to speak another language:

    "You have to be confident, and don¡¯t give up. You have to keep your dreams. It's difficult to ... speak one language that's not your mother language ... If you can imagine, you can achieve, and you can do. So 'don't give up' is the perfect phrase."

  • College students sat together at a table smiling

    Practical tips for supporting neurodivergent learners in the classroom

    By Charlotte Guest
    Reading time: 7 minutes

    Educators need to meet the needs of all students, including those who are neurodivergent. Neurodivergence refers to variations in the human brain and cognition, including dyslexia, ADHD, and autism. Among these, dyslexia is one of the most common learning differences, affecting how individuals process written and spoken language. Although each student¡¯s needs are unique, there are several practical, research-backed strategies educators can employ to support and empower these learners.?

    Let¡¯s look at some tips for teachers, which cover everything from font choice and classroom environment to presentation of information and assessment design. Although these are designed to support neurodivergent students, they will in fact help foster?a more inclusive, accessible, and positive learning experience for all learners.

  • Students sat together in a classroom working together

    Exploring the four Cs: Using future skills to unlock young learners¡¯ potential

    By Annie Altamirano
    Reading time: 5 minutes

    What do we mean by future skills??

    The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them.?

    These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories:?

    1. Ways of thinking

    Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

    2. Ways of working

    Here, we¡¯re talking about the skills of communication and collaboration.

    3. Tools for working

    Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local.?

    4. Life skills

    The final category covers life and career skills, and is all about personal and social responsibility.?

    One way you can encourage young learners to build these skills is through STEAM subjects (that¡¯s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation.?

    The four Cs?

    The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life.?

    Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.??

    So let¡¯s take a closer look at the theory behind them.

    1. Communication

    We usually think of communication as speaking and listening, but it¡¯s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

    Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills.?

    2. Collaboration

    Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children¡¯s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other¡¯s perspectives and skills.?

    Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.?