1.3. Reading test

The importance of reading in any language, which a person tends to acquire, has long been discussed and proved in numerous investigations. Regular reading either in the mother tongue or a second or foreign language has positive influence not only on language learning progress, but it also fosters the development of learner’s personality and has a significant effect on children’s literacy as a whole.

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Choose the item(s), OPPOSITE to "out-of-school reading":

The extensive reading (as the opposition to intensive reading in class) is a supplementary activity which aims to entertain, amuse and enjoy the reader. To achieve the goal this form of reading should engage real-life topics and problems directly related to the child, and to what that child believes to be important. The language of the EFL readers should be understandable enough, or even one level higher learners’ linguistic competence that will induce the learner to use the textual context thoughtfully.

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Extensive reading should be not only comprehensible, but also compelling or highly interesting. Researchers outline the following conditions for organizing successful reading practice:

1. An initial pleasant reading experience. 2. Access to interesting reading material.

3. Time and place to read regularly. 4. The freedom to select own reading.

5. No tests, no workbook exercises and no rewards for reading.

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There is still a problem with the access to reading materials of high quality in the vast majority of the Ukrainian schools, let alone the possibility to make personal choice of the book. Both school libraries and English classrooms, especially those located in rural area, experience deficiency of modern and age-graded resources. Somewhat better state of affairs can be observed in urban specialized schools, where the EFL readers are provided exclusively at the expense of students’ parents.

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Learners should be supplied with books, which they need to create interest and stimulate the desire to read, and in case there is a lack of such materials, it is the responsibility of a teacher to generate them. Indeed, the fact that reluctant readers are mostly children with little access to books has been acknowledged by a number of researchers.

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