9. What technique should teachers use to identify students’ graded readers level?

In order to identify student’s graded reader’s level teacher should ask students to choose books at various difficulty levels provided that they have been instructed on the exact levels of the scale. They are given time to read a little of each book for a few minutes. The following questions should be kept in students' minds:

• Can I read it without using a dictionary? Can I read it quickly? Is it easy to understand almost everything?

9. How many books at a level should learners read to go to the next level?

5 graded readers

20. How many readers should EFL learners read per year? Why?

Learners should read at least 15–20 and preferably 30 readers in a year

20. How many books should an EFL learner read?

500000 words a year 25 graded readers or 6 authentic novels.

22. How can the teacher learn that his/her students do a lot of extensive reading?

Oral book reports involve a learner presenting a commentary on a book to the class or a reading group. The idea behind such reports is not to give away the story of the book but to encourage others to read it. Discussion groups can bring learners together who have already all read the same book. Such a group should consist of four or five learners. As a result of their discussion, they may prepare an oral book report or a written review to present to others in the class. They then decide what book they will discuss at their next meeting.

23. What is a good silent reading speed? How many words per minute?

A good oral reading speed is around 150 words per minute. A good careful silent reading speed is around 250 words per minute. A good skimming speed is around 500 words per minute. These are reasonable goals for foreign and second language learners who are reading materials that contains no unknown vocabulary and grammar.

24. What is a good spoken reading speed? How many words per minute?

Good spoken reading speeds range from 100 to 200 words per minute. These are necessarily slower speeds than silent reading.A spoken reading speed of around 100 to 150 words per minute is fast

25. What is the difference between skimming and scanning? At least how many words do learners read when they do skimming or scanning?

In skimming (reading for gist) the reader goes through a text quickly, trying to get the main idea of what the text is about. Reading speeds is around 500 words per minute are the result of skimming, not careful reading. Scanning ( reading for specific information) In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Speed higher than 200-250 words per minute

26.What kind of techniques can teachers use to develop their learners’ reading fluency?

Repeated reading.A strength of this technique is that it can be used with material that has some difficulties for the reader. By repetition these difficulties are overcome and in the later repetitions the activity can thus meet the conditions needed for fluency development.

Paired reading is a form of assisted reading. In this activity, the learner is paired with a more proficient reader. Research on this activity with first language learners shows that learners make very substantial progress in accuracy and comprehension.

4/3/2 reading(“the well be eaten path”) is an adaptation of the 4/3/2 speaking activity for reading aloud. Each learner has a text to read. All the learners could have the same text but it is more interesting for the listeners and more suitable for a class with a wide range of proficiency if they all have different texts. The learners form pairs. One member of each pair is the listener and the other is the reader. When the teacher says “Go!” each reader reads their text to their listener. After four minutes the teacher says “Stop!” and the readers stop reading. They change partners and the readers then read the same text for three minutes to their new listener. They change partners again and the readers now read the same text to the new listener for two minutes. The learners are told that they should try to speed up each reading so that each listener hears about the same amount of text even though the time is less. As a variation, after each reading the reader can mark in pencil the place in the text they reached. ()

Extensive reading aloud where learners read to each other or where one learner reads a continuing story to a small group. The story should be easy to read and the reader can concentrate on making it interesting. A variation could be learners making a tape-recording of a story for others to listen to.

The read-and-look-up activity encourages learners to work with a larger basic unit. Michael West devised this technique as a way of helping learners to learn from written dialogues and to help them put expression into the dialogues.