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4.5
Stephen Krashen's argument in this book is no different from his hypotheses on second language learning. Students will develop full literacy if they are exposed to reading in a natural manner, free from the constraints of skill-learning that often controls classroom learning. Full literacy means that readers develop properly reading comprehension skills, acquire large amounts of vocabulary, improve spelling, and develop writing styles. The research overwhelmingly supports the fact that when students are encouraged to read on their own, and when they read what they like (what Krashen calls Free Voluntary Reading or FVR) readers will benefit exponentially as opposed to the poor effects of direct instruction in the classroom. Although this idea is already popular among educators, Krashen's efforts at documenting the research is definitely appreciated by teachers and professionals in this field.Beside proving that FVR has a strong impact on reading, Krashen discusses in detail and supports with research, the kind of literature that students like to read; examines how helpful this literature helps students in the different types of reading skills; and discusses ways in which schools can address the problem of accessing good reading materials. Krashen does not simplify his case by putting the blame on anyone specifically. He explores the socio-economic factors that impede learners from having access to books and recommends that schools should better equip their libraries with books that kids like to read, for example: comic books, teen romances, children books, mystery and scary books. He also discusses these genre to show why these types of texts benefit learners in becoming literate. He also calls for more money to build better libraries. He also makes a case that reading improves writing skills and develops writing styles, but he admits that not much research has been done on this area. Each section is also accompanied by the effects of FVR on second language learners.Although I agree with Krashen on the FVR, his case against direct teaching is not as compelling as his arguments for FVR. His survey on research on the effects of direct teaching is sparse, and perhaps unfair. Without questioning the enormous benefits of reading on one's own, my own teaching experience shows me how essential direct teaching is as long as it is not limited to drills and pure questioning. I do believe that direct instruction improves significantly on reading comprehension. Other texts that provide research making a case for the importance of direct instruction are William Grabe's Reading in A Second Language and I.S.P.Nation's Teaching ESL/EFL Reading and Writing. Although these texts address second language reading, they point out to the importance that direct instruction with proper strategies improves reading comprehension skills significantly. Many other texts on reading addressing meaningful strategies to read better also suggest that direct instruction has a great effect.However, Krashen does make one compelling argument: that stressing too much on direct instruction will never compensate for the lack of reading environment that often surrounds the young lives of many poor families. This is a caveat to ask schools to place a greater emphasis on effective reading libraries and to support programs where kids may have access to books that would be attractive to them.In spite of the above disagreement, this book is a must for anyone who wants to enrich the reading world for learners and for novices on research, who may find this book rich in research topics.
