Noriko Kurishita

Extensive reading (ER) practitioners are often caught in a dilemma of whether or not to test learners’ comprehension, as comprehension tests usually undermine the joy of savoring stories. This study attested sociocultural theory in assisting individual development of ER in the context of public junior high schools. A well-planned follow-up activity of book talks created a learning
community in which learner and teacher-scaffoldings functioned to promote ER. As a consequence, learners’ reading quality improved without any comprehension tests. Moreover, a detailed survey revealed what teachers should instruct in order to facilitate book talk.
______________________________________________________________
Noriko Kurishita teaches at public secondary schools in Gifu prefecture. She earned her M.A. in linguistics at the University of Washington, WA, USA and M.A. Ed. at Gifu University. Her research interests include extensive reading and teaching methodologies.
______________________________________________________________
FREE for first-time attendees and JALT members
1000 yen for all others
Floor 4, Room 3