Learning Module: Extensive Reading
Learning Module
- Creator(s):
As you attend university, you will take several English language learning classes. Each of these classes will meet for a few hours once or twice a week. Although you may learn some new vocabulary, discover how to write better academic-style essays and become more confident in giving effective presentations, these classes are not enough to fully prepare you for English-medium study or for a future career that requires a high English language proficiency level.
You need to find ways to study and practice English on your own, independently. Independent learning can involve many types of activities including taking an online class, joining an English chat group, or even watching English language television shows and movies. In this module, we will learn about one of the more effective ways to independently learn English: Extensive Reading.
In the upcoming sections, we will define extensive reading, learn how to determine reading level and text difficulty using different systems, explore different methods to find texts for extensive reading, discuss how to maintain a healthy reading habit, and complete a project to jump-start your extensive reading.
Before you begin, take a moment to reflect on your current independent learning and reading habits. While completing the following survey, think about how you could change or improve your habits: https://forms.gle/f6dcwnjoux4esQVX9
Learning Module Details
Target Learners: Non-native English speaking students studying at English-medium universities. Many of the students may have limited experience reading English language texts outside of a classroom environment. Some of the students may be from Mainland China and have had limited access to online English reading resources in the past.
Target Level: English Proficiency Levels CEFR B1-C2 (IELTS 4.5-7) It could possibly be used at CEFR A2 with teacher assistance.
Duration: Self-paced
Intended Learning Outcomes
By the end of this learning module, students will be able to:
Learning Objectives and Rationale
The purpose of this Learning Module is to guide students in adopting extensive reading practices for independent language learning. Many of the students I have encountered in my career have had little to no English language reading experience outside of intensive reading done for coursework and exams. At many English-medium universities, the range of English proficiency levels can be quite wide, and students are frequently required to read and process academic texts that are significantly above their English reading proficiency levels. Without an increase in their overall reading amount and an ongoing exposure to level-appropriate texts, students struggle to make significant strides in improving their overall English reading proficiency, reading speeds, and non-academic and academic vocabulary acquisition rates. Read the following articles for the results of recent research on extensive reading's effects on reading comprehension, reading rates and vocabulary acquisition:
Mclean, S., & Rouault, G. (2017). The effectiveness and efficiency of extensive reading at developing reading rates. System, 70, 92-106.
Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89.
The list below includes the principles I have followed while designing an extensive reading module to help learners choose and read appropriate extensive reading texts:
Reflexive Pedagogy
I have attempted to apply reflexive pedagogy in parts of the design of this learning module based on the e-Learning affordances outlined in Chapter 1 of e-Learning Ecologies (Cope & Kalantzis, 2017).
#1 Ubiquitious Learning - Students can access many of the online resources included in the learning module from any device. As the learning module is self-paced, students can complete activities anywhere and anytime.
#2 Active Knowledge Making - Students can use all of the resources provided, but they have the freedom and agency to choose which ones work best for them to complete tasks.
#3 Multimodal Meaning - Most of the updates include textual, visual and audio/video elements. Students are encouraged to include multimodal elements in the end-of-module project.
#4 Recursive Feedback - Students are asked to reflect on their learning process in the project and will receive peer feedback on their performance as well. The assessment is embedded in the instruction as all of the updates can be used in the process of completing the project.
#5 Collaborative Intelligence - In some of the comment requests, students are encouraged to find additional resources beyond what is provided in the modules and recommend them to other students. The project also gives them an opportunity to share details about their extensive reading and learning process that can act as models for other students.
#6 Metacognition - The pre-module survey asks students to reflect on their current independent learning practices to help them recognize their strengths and weaknesses, which will hopefully motivate them to seriously consider extensive reading. Several of the comment requests included in the updates ask students to reflect on their learning processes.
#7 Differentiated Learning - I have attempted to design the module for multiple proficiency levels by writing it in a way that can potentially be understood by students at a variety of proficiency levels. Students can participate in the class at their own pace, and the learning is personalized as students are choosing and reading texts based on their own language abilities and interests. I have also included videos featuring English speakers at different proficiency levels and who use a variety of English dialects. It is important for students to be exposed to a variety of Englishes and encounter realistic models for their learning instead of only native-speaker models.
Extensive Reading means reading a lot, but not in the way you usually read for classes or exams. The goal is to read for enjoyment or pleasure, which can help you to improve your general language level, increase your reading speed, and learn more vocabulary over time. The following video defines "reading for pleasure" and describes some of the benefits:
| (Réseau réussite Montréal, 2019) |
In the module updates, we will explore several free online options you have for extensive reading. Although you will be asked to try out several different reading apps and websites, the most important thing for you to do is find something that you want to read based on your own goals and interests. You should try to find things that you will continue to read in the future so you can develop a sustainable reading habit that you will maintain throughout your studies and life. The following videos show some students' views on their extensive reading habits.
Here is a Tokyo university student's opinion on Extensive Reading for learning English:
| (Ryan, 2017) |
Here is an 11-year-old Chinese student's explanation of why reading is important to her:
| (TEDx Talks, 2016) |
Here is an American medical student's perspective on reading for pleasure to improve his academic, professional and personal performance:
| (Med School Insiders, 2017) |
Comment: Describe your experience with reading in English at school or on your own. Do you relate to any of the students in the videos? Why or why not? What are you interested in reading about? How could you develop a better extensive reading habit?
Pedagogical Rationale
ILO: understand the rationale for extensive reading in independent learning
The goal of this update is to have learners understand the meaning of extensive reading. Many English language learners choose texts that are over their level when choosing books or other reading material on their own, so it is important to reinforce the idea that they should be choosing texts that are level-appropriate and ones that they can realistically finish in a reasonable amount of time. Students should also be choosing books that they are actually interested in and find enjoyable in order to make extensive reading a sustainable independent learning process. The 3 videos intentionally include readers at different proficiency levels to serve as models for students at different proficiency levels.
Supplementary Resources
The Extensive Reading Foundation: https://erfoundation.org/wordpress/
In order to find texts that are good for your extensive reading, you first need to determine your general reading level and understand the systems used to rate text difficulty. There are several different tests and scales that can be used to measure your English reading ability (CEFR, IELTS and TOEFL ibT). You can find which text difficulty is appropriate for you using Lexile ranges, the United States education system grade levels, and Graded Reader levels.
Common European Framework of Reference for Languages (CEFR)
The CEFR is an international standard used to describe general language ability.
CEFR, IELTS and TOEFL iBT Comparison
If you have an IELTS or TOEFL iBT score, you can determine your equivalent IELTS or TOEFL iBT scores and CEFR level using the following tables:
Lexile Framework for Reading
The Lexile scale is used to measure a text's difficulty level on a scale from 5L (least difficult) to 2000L (most difficult). You should try to find the range in which you are comfortable reading because this can help you find books and online texts that are appropriate for your level. We will be trying out different websites and tools that use the Lexile scale in the next sections of this course. The following table shows the Lexile ranges for different CEFR levels:
US Education System Grade Levels
The Lexile scale is often used to measure the reading range at each grade level for native English speakers in the United States education system. If you know the US grade reading level, this can help you to find English language books for your extensive reading. Children's books and young adult books often include the US grade on the front cover, back cover or inside the book. Websites that sell the books may include the US grade as well. The following chart includes the Lexile ranges for each grade in the US education system:
Testing you Reading Level (Lexile Framework & US Grade Levels)
If you want more help finding a good Lexile range for your extensive reading, try the following two options. First, you can use this "Lexile Framework for Reading Map" by reading samples from the different ranges. You should try to find the range in which you can understand most of the words and can read at a reasonable speed. For extensive reading, you do not want to choose texts that require frequently using a dictionary or translator.
If you want to take a short test to help you find the Lexile range for your level, you can signup at readtheory.org and take the pretest. You will be given a series of texts with questions. Each text includes the Lexile score and the US education system grade (see image below). After you complete the pretest, the website will recommend texts at a Lexile range and US grade that you should be able to read and understand.
Graded Reader Levels
Graded Readers are books that are specifically designed for different English reading proficiency levels. Graded Readers are sometimes organized by level using the CEFR or Lexile scale, but some publishers use their own level system. The following chart includes the CEFR levels for each level used by the most common Graded Reader publishers:
You can take a test to find your Graded Reader level for Macmillan Readers at http://www.macmillanreaders.com/level-test/ After answering some questions you will be rated at one of the following levels: Starter (Starter), Beginner (Level 1), Elementary (Level 2), Pre-intermediate (Level 3), Intermediate (Level 4), or Upper Intermediate (Level 5). The website will also recommend Graded Readers for your level after you have finished the test.
Comment: Did you have any difficulties understanding these level systems or determining your reading level? Which systems do you think are the most useful (CEFR, Lexile ranges, US education system grades, or Graded Reader levels)? Which system do you think is the easiest to use to find books and other texts to read?
Pedagogical Rationale
ILO: self-assess their general English reading proficiency level using multiple systems
The goal of this update is to familiarize students with the CEFR levels, Lexile measures, the US education system grade levels, and Graded Reader Levels. These will be used in later updates to inform their text choices and assist them with completing the final project. Students may be somewhat familiar with some of these measures, but many of them have most likely not used them to independently select texts for their own reading. Many students may have IELTS or TOEFL iBT scores, but they are not necessary to determine your general level in this update. Hopefully this update will also help to raise their self-awareness of their current reading level, which could lead to developing goals to help improve their proficiency level.
Supplementary Resources
Common European Framework of Reference for Languages: https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions
IELTS: https://www.britishcouncil.hk/en/exam/ielts
TOEFL iBT: https://www.ets.org/toefl/ibt/about
Lexile Framework for Reading - For Educators: https://lexile.com/educators/
When choosing books for extensive reading, you should try to find a book at or below your reading level. You should avoid picking a book with too many complex or specialized words that you do not already know. The book should be something that you can comfortably read at a normal speed. If you choose something at or above your reading level, this would be considered intensive reading and requires closer reading at a slower speed. One of the goals of extensive reading is to read a lot and build fluency, so choosing books that are too difficult does not help reach this goal.
If you are a beginner or inexperienced (CEFR A1-A2 / IELTS 1-4) English language reader, you should try reading comics or Graded Readers first. If you are an intermediate to lower-advanced (CEFR B1-C1 / IELTS 4-7) English language reader, you could try reading children's literature or young adult fiction. If you are a highly motivated upper-intermediate (CEFR B2 / IELTS 6-7) or advanced (CEFR C1-C2 / IELTS 7-9) English language reader, you may want to give reading authentic adult fiction or nonfiction books a shot. However, you should choose what you find to be interesting and enjoyable, even if it is below your level.
In the following video, Geraldine shares some ideas about how to choose a book for extensive reading. You can find her suggested sites by visiting her YouTube video page: https://youtu.be/6nyavamHt6w
| (Freeae, 2019) |
Comic Strips, Comic Books and Manga
If you find that reading books are too difficult for you or you are not finding anything that really interests you, why not try reading comic strips, comic books and manga?
If you want to read very short comic strips, visit GoComics: https://www.gocomics.com/
If you enjoy Marvel or DC movies, check out Comixology: https://www.comixology.com
If you are interested in old comics, visit Comic Book Plus: https://comicbookplus.com/
If you prefer translated Japanese manga, visit The Ultimate List Legal Manga Sites: https://yattatachi.com/legal-online-manga-sites
Graded Readers
If your Graded Reader level in "Determining your Reading Level" section of this course, you can begin searching for physical copies of Graded Reader books and free online Graded Readers. Many libraries and schools keep a Graded Reader collection so you should check these places first, but you can also purchase them on your own as well.
For a list of some of the best publishers of Graded Readers, check out this link: https://www.fluentu.com/blog/english/english-readers/
You can find free graded reading stories from the British Council at https://learnenglishteens.britishcouncil.org/study-break/graded-reading
For small selection of free graded readers, visit Extensive Reading Central's library: https://www.er-central.com/library/
If you are willing to pay money, you can join Books That Grow (http://www.booksthatgrow.com/). You can adjust the text level of each book in the Books That Grow library to personalize it for your level. The following video shows how it works:
| (Fountenberry, 2018) |
Children's Literature and Young Adult Books
If you know your US grade reading level or Lexile range, you can use Lexile Find a Book tool (https://hub.lexile.com/find-a-book/search) to help you search for books at your level. You can also use this tool to find books in categories that interest you such as "Art, Creativity & Music", "Hobbies, Sports & Outdoors", and "Science Fiction & Fantasy". The following video is a tutorial on how to use the tool:
| (Bush, 2019) |
Adult Fiction and Nonfiction Books
If you think you are ready to read longer and more complex books, you can visit your local library and bookstore or purchase books and ebooks online, but there are some sites where you can also download ebooks for free. Two sites that provide free, public-domain books are Standard Ebooks (https://standardebooks.org/) and Project Gutenberg (https://www.gutenberg.org/).
If you read a great book and want to find more books that are similar and that other people recommend, you should join the community at Goodreads (https://www.goodreads.com/). The following video shows you how to use the site and find more books to read:
| (Austin, 2017) |
Comment: Where will you go to find something to read? Will you visit a library or bookstore? Or will you search online or use an app? Can you recommend any other places, websites and apps for finding comics, short stories or books?
Extensive Reading Project: Step 1
Pedagogical Rationale
ILO: find and read level-appropriate texts on their own
The goal of this update is to introduce students to the choices they have for extensive reading practice. I have provided a range of options to cater students with different reading experiences, motivation levels and language proficiency levels. Although students can use the resources provided in the update, they are also encouraged to find the different types of texts on their own and discover new apps and websites that work for them.
Supplementary Resources
How Comic Books Can Transform Student Learning
| (Kowalchuk, 2017) |
MReader - Graded Reader Quizzes: https://mreader.org/mreaderadmin/s/
Young Adult Library Services Association: http://booklists.yalsa.net/
Google Books: https://books.google.com/
Another way to read extensively is to read a few news articles every day. However, many students may find reading authentic English news sites to be quite difficult because there may be too many unfamiliar words and complex sentences. Fortunately, there are some websites that provide real English language news stories and allow you to change the reading difficulty of each story using the Lexile scale.
Newsela - https://newsela.com/
Newsela posts new articles almost everyday from English news sources such as The Washington Post, The Guardian, and the Associated Press. You can use the web-based version or app. You can find news articles by searching for interesting topics or choosing from categories such as Art, Science and Sports. After you find an article you want to read and start reading, you can adjust the text difficulty by clicking the "MAX" button and changing it to the Lexile level best for you. You can choose to read the whole article at that level, or you can just change the level for sections you don't understand and then change it back before continuing to read. In this way, you may not need to use a dictionary or translator as often.
TweenTribune - https://www.tweentribune.com/
Another news website that functions in a similar way is TweenTribune. You can change the Lexile level for each article, and you can also search for articles by the US grade levels. You can download a different app based on the US grade level: https://www.tweentribune.com/apps/
Comment: Try reading some articles on the Newsela and TweenTribune websites or apps. How did you feel while reading? Do you think you can use websites like these for extensive reading? Can you recommend any other websites or apps for reading the news in English?
Extensive Reading Project: Step 1
Pedagogical Rationale
ILO: find and read level-appropriate texts on their own
The goal of this update is to introduce students to the adaptive reading sites Newsela and TweenTribune for personalized learning. These sites can help them become more aware of their reading levels and track their progress across Lexile levels. I have found that the majority of my students are unaware of these types of sites, and students report struggle reading authentic news websites. They may be able to more easily find news learning websites like the ones in the "Supplementary Resources" section on this page.
Supplementary Resources
BBC Learning English: http://www.bbc.co.uk/learningenglish/
Breaking News English: https://breakingnewsenglish.com/
Voice of America Learning English: https://learningenglish.voanews.com/
The internet is a huge place with many websites, blogs and discussion forums that you can read for hours. Reading and writing online are great ways to learn and practice English, but is there a way to find out if a website is at your reading level before choosing it for extensive reading? Yes there is, and I am going to introduce three websites you can use to determine the lexile score or US grade level (Flesch-Kincaid grade level) of any online text. These tools are not perfect and always accurate, but they can be used to give you a general idea of a text's reading level.
Lexile Analyzer - https://hub.lexile.com/analyzer
The Lexile Analyzer allows you to copy a text or upload a file and receive a Lexile range. The free version only allows for 250 words to be analyzed. If you do not want to pay for the premium version, you can input a paragraph or two from a website to get the measurement. If you want to analyze the whole text, you will need to divide it into parts and scan them separately. The following video shows you how to use it:
| (MetaMetrics, 2019) |
Readable - https://app.readable.com/text/?demo
The free demo of Readable allows you to copy and paste a text into its analyzer and receive a few different measures. For finding a text at your reading level, you should look at the Flesch-Kincaid grade level, which corresponds with the US education system grade levels. The following video shows you how to use the ReadablePro version:
| (Readable, 2018) |
Readability Test Tool - https://www.webfx.com/tools/read-able/
The Readability Test Tool is similar to Readable as it provides many measures for a text. Unlike the free version of Readable, this website allows you to input a web address or copy and paste a text. Again, you should look at the Flesch-Kincaid grade level to determine if you should read the text for extensive reading. The following video shows you how to use it:
| (Stevens, 2016) |
Comment: Use each of the tools to find texts at your reading level. Did you find one or more online texts that you could read for extensive reading? Did you find any texts that were above your level using the tools? What did you find that you should read and shouldn't read? Which tool did you find the easiest to use? Why?
Extensive Reading Project: Step 1
Pedagogical Rationale
ILO: use text analysis tools to assess the readability of online texts
The goal of this update is to give students even more agency and freedom to explore a wider selection of content on the internet. These text analysis sites are relatively easy to use, and this can help students avoid choosing online texts that are too difficult for their current levels. Students can potentially use these types of tools to analyze their own writing in the future.
Supplementary Resources
Compleat Lexical Tutor: https://www.lextutor.ca/
English Corpora: https://www.english-corpora.org/
Google Books nGram Viewer: https://books.google.com/ngrams
Even if you are able to find things you are interested in reading, one of the problems many people experience is keeping a reading habit. The following videos include some helpful recommendations about maintaining your extensive reading over time.
In this first video, Helly gives 7 tips to beginner readers to help develop a reading habit:
| (Helly, 2018) |
In the next video, a self-identified reading hater describes how to motivate yourself to keep reading:
| (Better Ideas, 2017) |
Do you still hate reading? Learn how to love reading in the next video:
| (Socratica, 2019) |
Do you still need more motivation and structure? Watch the following video about setting up a "30 day reading challenge":
| (Road Delta, 2017) |
Comment: Which tips or tricks do you think will work for you? Which ones do you think are not that helpful? How can you develop and maintain a consistent reading habit?
Extensive Reading Project: Step 2
Pedagogical Rationale
ILO: develop strategies for maintaining an extensive reading habit
One goal of this update is to promote student confidence and motivation by showing them that it is normal to have difficulties maintaining a reading habit. Busy students often struggle to keep to an extensive reading plan or schedule, and the suggestions in the videos can help them to adopt techniques and the frame of mind needed to set realistic goals and keep reading throughout their lives.
Supplementary Resources
Reading Schedule template: https://www.fotor.com/templates/t_planner_reading-schedule_153f35
Reading Goals template: https://www.fotor.com/templates/t_planner_reading-goals_623855
Reading Schedule Generator: http://punsalad.com/misc/reading_sched_gen.html
Instructions
Step 1: Find 5-10 texts at or below your level using the methods presented in this learning module. Remember to choose texts that your find interesting and that you can realistically finish reading in a reasonable amount of time.
Step 2: Make a reading plan or reading schedule. You are free to decide the amount of reading you will do daily/weekly and the total amount of time needed to complete your plan. Try to stick to the plan and avoid making too many changes to the schedule. Here are some links to templates and tool you can use for your schedule:
Reading Schedule template: https://www.fotor.com/templates/t_planner_reading-schedule_153f35
Reading Goals template: https://www.fotor.com/templates/t_planner_reading-goals_623855
Reading Schedule Generator: http://punsalad.com/misc/reading_sched_gen.html
Step 3: Read!!!
Step 4: After you have completed reading all of the texts in your reading plan, create an update in Scholar. Your update should include the following:
Step 5: Comment on other students' updates. How did they do completing their plans? Have they read anything that you will consider reading in the future? Will you change your extensive reading process based on what they did?
Step 6: You will be asked to complete a Peer Review of other students' updates. You will use the following rubric when rating your fellow students and giving feedback:
| Criteria | Excellent | Satisfactory | Weak |
| Task Completion |
-update includes all of the required information from Step 4 |
-update includes most of the required information from Step 4 |
-update includes only some of the required information from Step 4 |
| Content and Clarity | -the writing is easy understand and the ideas are clear | -the writing is difficult to understand at times but the ideas are mostly clear | -the writing is difficult to understand due to language errors and the ideas are unclear |
| Organization and Design | -the update is well-organized, visually appealing, and includes relevant images and videos | -the update is fairly organized and includes mostly relevant images and videos | -the update is disorganized and includes no or very few images and videos |
| Reflection Quality | -the reading plan reflection is informative, thoughtful, and detailed | -the reading plan reflection is informative but lacks some details or explanation | -the reading plan refection is minimal and does not include enough details or explanation |
Pedagogical Rationale
ILO: share ideas and communicate about reading and the learning process in a multimodal format
The goal of this project is for students to share their experiences and learn from each other's learning techniques and practices. This is designed so that it can be successfully completed by students at any language proficiency level reading any level of texts. The rubric is very simple so it can be used by both lower proficiency level students and higher proficiency level students to rate each other's projects. The rubric can also be used for instructor assessment of students work as well.
Supplementary Resources
Congratulations on finishing the Extensive Reading Module! Before you leave, please take some time to reflect on how your independent learning and reading habits have changed during the course. Please complete the following survey: https://forms.gle/L2XLQvXjT5moEkMv9
Pedagogical Rationale
ILO: reflect on changes in their independent learning and reading practices
The goal of this post-survey is for students to reflect on their learning during the learning module and assess any changes to their independent learning and reading practices. Hopefully this could help students identify any areas for future improvement and help them set goals beyond the context of the learning module. Students could be given the results of the first survey before completing the final survey.
Austin, A. [Anah Austin]. (2017, August 16). How to use Goodreads [Video file]. Retrieved from https://www.youtube.com/watch?v=1VdfaKBZ_Dw
Better Ideas. (2017, November 2). How to read when You Hate Reading - 5 Tips and Tricks [Video file]. Retrieved from https://www.youtube.com/watch?v=ShdRyZDFx4U
Bush, L. [Laura Bush]. (2019, August 8). Lexile Find a Book quick start tutorial [Video file]. Retrieved from https://www.youtube.com/watch?v=SmRBgz-yaPo
Cope, B. & Kalantzis, M. (2017). Conceptualizing e-Learning. In B. Cope, & M. Kalantzis (Eds.), e-Learning Ecologies: Principles for New Learning and Assessment (pp. 1-47). New York, NY: Routledge.
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, 136-141.
ETS TOEFL. (2019, September 29). Compare TOEFL Scores. Retrieved from https://www.ets.org/toefl/institutions/scores/compare
Fountenberry, D. [Daniel Fountenberry]. (2018, April 4). Books That Grow offers scaffolding built into every text [Video file]. Retrieved from https://youtu.be/xAYgTd9WSl8
Freeae. (2019, September 16). TOOLS: extensive reading - Freeae - Geraldine's free academic English [Video file]. Retrieved from https://www.youtube.com/watch?v=6nyavamHt6w
Helly. (2018, March 16). 7 tips to become a reader for beginners [Video file]. Retrieved from https://www.youtube.com/watch?v=I-dScQY1_Nk&
IELTS. (2019, September 29). Comparing IELTS and the Common European Framework. Retrieved from https://www.ielts.org/-/media/pdfs/comparing-ielts-and-cefr.ashx
Katz, B. (2019, September 26). Spotted in Kenya: a baby zebra with polka dots. TweenTribune. Retrieved from https://www.tweentribune.com/article/tween56/spotted-kenya-baby-zebra-polka-dots/
Kowalchuk, I. [TEDx Talks]. (2017, May 17). How comic books can transform student learning [Video file]. Retrieved from https://www.youtube.com/watch?v=iYA8Yxlar3E&t=
Macmillan Readers (2019, September 29). Macmillan Readers Level Test. Retrieved from http://www.macmillanreaders.com/level-test/
Mclean, S., & Rouault, G. (2017). The effectiveness and efficiency of extensive reading at developing reading rates. System, 70, 92-106.
Med School Insiders. (2017, February 12). Why you should read for pleasure [Video file]. Retrieved from https://www.youtube.com/watch?v=oW1NySgsWts
MetaMetrics. (2017). Lexile Framework for Reading Map: Matching Readers with Text. Retrieved from https://lexile.com/wp-content/uploads/2017/08/8.5x11-Lexile-Map.pdf
MetaMetrics. [metametrics]. (2019, August 9). Lexile Analyzer quick start tutorial [Video file]. Retrieved from https://www.youtube.com/watch?v=PBzZ826_Nk4
MetaMetrics. (2019, September 29). How Do Lexile Measures Relate to Grade Levels? Retreived from https://lexile.com/parents-students/measuring-growth-lexile-measures/evaluating-performance-by-grade/
Prtljaga, J., Palinkaševic, R., & Brkic, J. (2015). Choosing the adequate level of graded readers - preliminary study. Research in Pedagogy, 5(2), 1-16.
Readable. (2018, August 7). ReadablePro walkthrough: text tool [Video file]. Retrieved from https://www.youtube.com/watch?v=XFvkQT5VeYA
ReadTheory. (2019, September 29). Bee Eaters. Retrieved from https://readtheory.org
Réseau réussite Montréal. (2019, February 19). What does "reading for pleasure" actually mean? [Video file]. Retrieved from https://www.youtube.com/watch?v=tdh-0nBfJvU
Road Delta. (2017, August 3). Creating a reading habit - how to read more (30 day challenge) [Video file]. Retrieved from https://www.youtube.com/watch?v=YHpKA_r7Wo0
Ryan, K. [Kevin Ryan]. (2017, April 7). Why do extensive reading? (English subtitles) [Video file]. Retrieved from https://www.youtube.com/watch?v=QB6XGTIXVHk
Sachs, A. (2019, June 21). Meet Sunglass Cat, an Instagram star with an eye-opening message of acceptance. Newsela. Retrieved from https://newsela.com/read/instagram-cat/id/52841/
Smith, M., & Turner, J. (2016). The Common European Framework of Reference for Languages (CEFR) and The Lexile Framework for Reading: Bringing More Precision to Language Learning. United States: MetaMetrics. Retrieved from https://metametricsinc.com/wp-content/uploads/2018/01/CEFR_1.pdf
Socratica. (2019, September 20). How to love reading || study tips || make reading a habit [Video file]. Retrieved from https://www.youtube.com/watch?v=el-S8iroORQ
Stevens, K. [kelly stevens]. (2016, May 26). Readability test tool tutorial [Video file]. Retrieved from https://www.youtube.com/watch?v=_XQRbJ5RWOU
Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89.
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