In the past Extensive Reading (ER) has been widely documented, with language journals reporting on the many claims and counter-claims of research. This paper will seek to review recent literature and clarify what is involved with Extensive Reading. It will provide reasons for its importance in a language programme, inform readers where reading materials can be located, and provide some hints and suggestions for the classroom. This paper will also aver that it is a critical misconception to view ER as a discrete component of language learning. In order for ER programmes to reach their potentials they must be fully integrated with other language learning skills and activities.
Armstrong et al. (Wed,) studied this question.