Paul Nation is Professor Emeritus in Applied Linguistics at Victoria University of Wellington, New Zealand. Rob Waring is Professor at Notre Dame Seishin University in Okayama, Japan.

"Teaching Extensive Reading in Another Language is an invaluable addition to ER literature. While making readers aware of the complementary relationship between vocabulary learning from ER and deliberate vocabulary learning, the authors assert that ER is possibly the best remedy to problematic L2 curricula. Such a claim is assuredly justified by research and empirical findings. This book also makes ER accessible to practitioners by providing examples of ER practice, while simultaneously encouraging researchers to advance ER research by outlining methodological pitfalls. This volume can, therefore, be considered as a source of inspiration for existing and future ER proponents."—Mitsue Tabata-Sandom, Reading in a Foreign Language 32(1)

• Chapter 1: Keeping extensive reading simpleChapter 2: What are graded readers?Chapter 3: Case studies of extensive reading programsChapter 4: How do you set up and run an extensive reading program?Chapter 5: How vocabulary is learned from extensive readingChapter 6: The most important studies on extensive reading in a foreign languageChapter 7: Research findings: motivation and pushing learners to readChapter 8: Research findings: Does extensive reading result in reading fluency and comprehension improvement?Chapter 9: Research on vocabulary learning from extensive readingChapter 10: Developing reading fluencyChapter 11: Designing research into extensive readingChapter 12: What makes a good graded reading scheme?Chapter 13: A way forwardReferences

Paul Nation is Professor Emeritus in Applied Linguistics at Victoria University of Wellington, New Zealand. Rob Waring is Professor at Notre Dame Seishin University in Okayama, Japan.

"Teaching Extensive Reading in Another Language is an invaluable addition to ER literature. While making readers aware of the complementary relationship between vocabulary learning from ER and deliberate vocabulary learning, the authors assert that ER is possibly the best remedy to problematic L2 curricula. Such a claim is assuredly justified by research and empirical findings. This book also makes ER accessible to practitioners by providing examples of ER practice, while simultaneously encouraging researchers to advance ER research by outlining methodological pitfalls. This volume can, therefore, be considered as a source of inspiration for existing and future ER proponents."—Mitsue Tabata-Sandom, Reading in a Foreign Language 32(1)

• Chapter 1: Keeping extensive reading simpleChapter 2: What are graded readers?Chapter 3: Case studies of extensive reading programsChapter 4: How do you set up and run an extensive reading program?Chapter 5: How vocabulary is learned from extensive readingChapter 6: The most important studies on extensive reading in a foreign languageChapter 7: Research findings: motivation and pushing learners to readChapter 8: Research findings: Does extensive reading result in reading fluency and comprehension improvement?Chapter 9: Research on vocabulary learning from extensive readingChapter 10: Developing reading fluencyChapter 11: Designing research into extensive readingChapter 12: What makes a good graded reading scheme?Chapter 13: A way forwardReferences