Promoting extensive reading in English: Experience from different schools

No educated person would dispute the contention that developing a reading habit leads to positive outcomes (Taylor et al 1990). The rationale for extensive reading programmes can be found in input theory (Krashen 1985) and whole language philosophy (Goodman 1986). Successful second language reading programmes already exist in countries like the Fiji Island (Elley and Mangubhai 1983), Singapore and Brunei (Ng 1992). However, extensive reading can take many shapes and they may lead to different results. In Hong Kong, the Education Department (ED) runs the Hong Kong Extensive Reading Scheme in English (HKERS) at both junior secondary and upper primary levels. Some schools also have school-based reading programmes initiated by teachers. This study aimed at investigating the different forms and modes of operation of these programmes. Data about the mode of operation of various school-based extensive reading programmes were collected through questionnaires and interviews with principals and teachers in primary and secondary schools. The findings throw light on problems of running these programmes and factors leading to effective means of operation.