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Due to the proliferation of ubiquitous internet and smart gadgets, the culture of book reading has been on the decline; lack of this important quality is clearly reflected in the social awareness, creativity, and critical thinking skills of university students. This paper examines the impact of gadgets, online education, and entertainment on academic and recreational book reading. This article presents a brief account of extracurricular intervention aimed at promoting voluntary readership among university students. Qualitative data was collected through pre and post intervention surveys and via observation. A preliminary survey provided profound insight into the leisure reading habits of the students and extent of reliance on digital gadgets and online resources as a primary source for gathering information. The efficacy of proposed intervention was evaluated through the program mentor and exit survey feedback. According to the survey results the proposed intervention achieved fruitful results; According to authors there is no quick fix to this problem; coherent and consorted efforts are needed to impede the adverse effects of digital technology on university students. [ABSTRACT FROM AUTHOR]

In the US the use of extensive reading in Latin for school students to develop vocabulary growth and attain reading fluency is an emerging classroom practice. To meet the demand for resources, a small but growing number of teachers have started to make available self-published short Latin stories or ‘novellas’, designed to provide students with extensive reading material in Latin at an age-appropriate level for novice and intermediate level students. There are now over 100 such short books, written in Latin, on a variety of topics, suitable for beginner and intermediate students (typically of between one and two years taught Latin). This article contains three areas of interest: the rationale, challenges and successes of writing and using these resources in the school classroom; a snapshot survey of a range of publications, to give readers a ‘flavour’ of the materials; and some further reading.

The theoretical research aim is to investigate statements written by Stephen Krashen in his book Free Voluntary Reading about the use of Narrow FVS (free voluntary web-surfing) in reading and its potential to foster reading interest, motivation, and understanding of readers. Based on the literature review analysis, several points can be obtained that will make it easier for readers to develop their language skills and make them useful to understand a text. Kindly separate the rationale of narrow FVS, including narrow reading, free voluntary reading, and free voluntary web surfing, all three of which can be concluded to have good potential in making it easier for readers to understand a reading text, get varied input material easily, and be a good solution for growing reading habits. The research can be concluded from several analyses of the three techniques, which have the same characteristics, including extensive reading and pleasure reading, so they can be combined. In addition, reducing reading lexical load and anxiety will positively impact readers' motivation to continue reading in large quantities with more confidence

The paper deals with the enrichment of the English lexicon by students of university technical majoring. The starting point is the establishment of intertextual relationships from the free voluntary reading of authentic texts related to this area of knowledge to favor the development of vocabulary in English so as to enable the students to carry out academic, scientific and pre-professional tasks in the foreign language. From this perspective, a didactic strategy is offered to synthesize the phases and techniques to achieve this goal.

The purpose of this study is to investigate the impact of free voluntary reading in upgrading university students' creative writing at Al-Baha University. It introduces the types of free voluntary reading that can be employed by the students. In order to achieve this, thirty students at Al-Baha University enrolling in the BA program in English department were chosen randomly. The descriptive analytic method then applied in this study. Pre-test and post-test designed for the students and a questionnaire directed to the teachers were used as tools of collecting data. Finally, the results revealed that free voluntary reading plays critical roles in upgrading the students creative writing. Also, the teachers highly appreciate the contributions of free voluntary reading materials in pushing forward the students' achievement.

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study. [ABSTRACT FROM AUTHOR]

Many students who are emergent bilinguals become proficient in English and reading within the dominant skills-based, explicit instruction model for literacy and English language development. Others do not. This article is a case study of one such student's sixth grade transformation from a resistant below-grade-level reader to an enthusiastic, habitual pleasure reader succeeding in advanced English classes. Language acquisition theory, and specifically free voluntary reading (FVR) is presented as a theoretical explanation for the student's experience. Suggestions for implementing FVR in classrooms are offered. [ABSTRACT FROM AUTHOR]

Research indicates that there is surprisingly little difference in reading gains between children from high- and low-income families during the school year. Rather, the difference is what happens in the summer. Children from high-income families make better progress in reading over the summer, and over time the summer advantage can account for social-class differences in reading achievement. There is a simple explanation for this difference: Children from high-income families read more over the summer, and they read more because they have more access to books, not only at home but outside the home as well. Studies show that public libraries offer inferior collections and services to children of poverty. An obvious way to increase access to books over the summer is to improve public library services. [ABSTRACT FROM AUTHOR]

Fourth semester students of Spanish as a foreign language at the university level in the US participated in two kinds of comprehensible-input based instruction, an extensive reading class that combined assigned and self-selected reading, and a ”Reading-Discussion” class that consisted of assigned reading, debates and discussions. Students in both classes outperformed those in a traditionally taught class on a check-list vocabulary test and on a grammar test. The Reading-Discussion group outperformed the Traditional students on a cloze test (P=0.105), but there was no difference between Traditional and Reading students on the cloze. The results confirm the efficacy of comprehensible-input based pedagogy at the intermediate level. [Copyright &y& Elsevier]