Krashen's Reading Revolution

Ellie conducted a study on approximately 6 children aged 9 to 3000 in Singapore over a period of 1 to 3 years. Students who participated in the book reading program performed significantly better on tests of reading comprehension, vocabulary, speaking, grammar, listening, and writing skills than students who learned using traditional methods. Research was also conducted in South Africa and Sri Lanka. Children who were encouraged to read books performed significantly better on reading comprehension and writing tests than children who learned using traditional methods. -Page 24

A series of studies starting in 1935 show that it is clear that grammar instruction is ineffective in reading and writing. The most thorough study was conducted in New Zealand. In this study, high school students participating in English classes were divided into three groups (traditional grammar, modified grammar, and no grammar taught) and evaluated annually for three years. Researchers found no differences in reading comprehension, writing style, writing skills, or vocabulary between the three groups. A follow-up study conducted one year later showed no difference. The researchers concluded: “English grammar, whether traditional or modified grammar, does not affect the language growth of middle and high school students.” Learning complex grammatical structures does not help reading or writing. Rather, mastering complex grammar is possible through reading. -Page 3

One clear conclusion can be drawn from the many studies that show that reading can develop language skills. Reading is the only way to develop reading comprehension, writing skills, a rich vocabulary, advanced grammar skills, and the ability to spell accurately.
Through many years of research, I have concluded that language acquisition is possible in only one way. You can only acquire language when you understand the content in a low-anxiety situation or when you accept it with understanding. Here, understanding the contents of a book in a low-anxiety environment is exactly consistent with the concept of autonomous reading. If so, we will need to reexamine our direct teaching method through repetitive training and practice. – Page 59

Some libraries exclude books that people want to read from their lists. Michael, 10, points out this point. “It’s strange that great librarians don’t put The Hardy Boys or Tom Corbett, the Space Cadet in their libraries!” Researcher Nell presents the view that many librarians consider themselves ‘guardians of good books.’ - Page 84

Von Sprecken and Krashen observed reading time in a middle school during the school year and reported that 90% of students were reading. According to the results of this study, the more books there are in the classroom library, the more teachers read while students read, and the less students are asked to bring books to read, the more intentional the teacher is to encourage students to read specific books. The more effort was put in, the more the reading activities in the classroom were promoted. -Page 100

Carson, a neurosurgeon, was a poor student until the fifth grade. His mother checked out two books from the library every week, read them, and had him report back every weekend. Although he was reluctant, Carson followed his mother's advice. The important thing to note here is that Carson's mother allowed her son to read any book he wanted.
At first, Carson chose books about his favorite things: animals, nature, science, etc. Although Carson was a poor student in traditional subjects, he became a very good student in science by the fifth grade. As his reading expanded, he became a fifth-grade expert who could answer anything related to science.
Carson's reading comprehension and vocabulary improved as a result of reading books. This also had a positive effect on all other subjects. For example, in math, “when it came to solving word problems, he was the best student.” In addition, reading also affected spelling skills. “I continued reading all summer, and by the time I was in sixth grade I could spell many words without consciously memorizing them.”
The early stimulation that his mother gave Carson had dramatic results. “As I continued to read, my spelling, vocabulary, and reading skills improved, and class became much more fun. “My grades improved so much that when I entered middle school, I was first in my class.” What is clear is that Carson's mother encouraged her reading to just the right degree. In other words, he was able to enjoy the pleasure of reading because he could choose the books himself, and thus no longer needed reading guidance. -Page 1

Tests that ask students to understand content after reading are very popular, but their effectiveness has not been clearly proven. Before purchasing a test program, you should first consider whether children can easily access interesting books and whether there is enough time and place to read. -Page 142