Description Opening Words: The Fastest and Most Joyful Path to Learning a Language Chapter 1: The Scientific Power of Reading Voluntary reading is the only true method of language learning Children who enjoy class time / Dramatic effects appear in foreign language learning / Reading more leads to better writing / The relationship between reading and TOEFL scores / The relationship between knowing authors' names and vocabulary / Encountering unfamiliar words in context increases vocabulary / Does memorizing words actually improve vocabulary? Language is difficult to learn through 'studying' Language is too complex to learn rule by rule, word by word / Literacy skills can develop without being directly taught / People whose writing skills improved remarkably through reading / Spelling can be acquired without being explicitly taught / Studying English grammar doesn't help The process of learning a language should be enjoyable Children experience flow while reading books / The effects of bedtime reading Reading a lot makes textbooks easier What creative people have in common / How to reduce anxiety about writing Repetition and drilling make language learning difficult Chapter 2: Special Ways to Raise a Reading Child Books need to be within reach Households with more books read more / Well-stocked classroom libraries lead to more reading / Good school libraries lead to more reading / Easy access to public libraries leads to more reading / Having many books alone doesn't solve everything There is a specific environment that encourages reading Why libraries matter / The quality of school libraries and reading scores / What matters most in educating children from low-income families / Reconsidering classroom libraries / The difference having a librarian makes / People who are skilled in their native language are also skilled in foreign languages / The dilemma of excellent teachers Reading aloud leads to more reading Helping children encounter a book like a first kiss / Books that sparked children's desire to read / Children read more when they see others reading / Given time to read, children will read on their own The know-how of mothers who raised avid readers Four elements that build reading habits Misconceptions and truths about comic books Are comic books good or bad? / Does reading a lot of comics delay language development? / Reading comics the right way / Does reading comics prevent children from reading other books? / Children who dislike reading and comic books / Comics and English study / The power of comics Make use of teen romance novels and magazines Is light reading enough? Does rewarding reading actually work in reading education? Should children be tested after reading? / Things to consider before testing Chapter 3: It's Time to Change How We Study When anxious, the brain responsible for language learning doesn't function properly Two decisive factors in developing writing ability Style comes from reading / Writing a lot doesn't necessarily mean writing well / Writing builds problem-solving skills TV Watching and Reading The level of language used on TV / TV and language development / What has a greater impact than TV There are shortcuts to learning a foreign language When you read for enjoyment, language skills improve naturally, without effort Into the Book Elley conducted a study over 1 to 3 years involving approximately 3,000 children aged 6 to 9 in Singapore. Students who participated in the reading program performed significantly better on tests of reading comprehension, vocabulary, speaking, grammar, listening, and writing than students who learned through traditional methods. Similar studies were also conducted in South Africa and Sri Lanka. Children who read for enjoyment showed significantly better results on reading comprehension and writing tests compared to children who learned through traditional methods. -p.24 A series of studies conducted since 1935 clearly show that grammar instruction has no effect on reading and writing ability. The most thorough of these studies was conducted in New Zealand. In this study, high school students in English classes were divided into three groups (traditional grammar, transformational grammar, and no grammar instruction) and evaluated annually for three years. The researchers found no differences among the three groups in reading comprehension, writing style, composition skills, or vocabulary. A follow-up study conducted a year later showed the same result — no differences. The researchers concluded: "Whether traditional or transformational, English grammar instruction does not affect the language development of middle and high school students." Regarding complex grammatical structures...