But the results were encouraging. The readers outperformed a traditional comparison group on a cloze test and did somewhat better on a vocabulary test. A second comparison group had intensive vocabulary instruction and students were encouraged to do recreational reading. There was no difference between this group and the readers on the cloze test, but the vocabulary study group did better on a vocabulary test, especially on words at the 3000/5000 level, words not present in many of the graded readers those in the reading group read.

This result shows that free reading is "robust." Also, despite the lack of enthusiasm for the graded readers, 2/3 the students said they would continue to read in order to improve their English, and only 2% (one) said they would not (the others were undecided). How many would look forward to more vocabulary instruction?

Lee’s results suggest that we can still expect benefits when conditions are not optimal. But there are limits. If conditions are truly dismal, if reading material is dull and hard to understand, if reading is done in uncomfortable surroundings, and/or if students are forced to report on everything they read, a reading program may only succeed in discouraging reading. Because optimal conditions are not always possible, it is important to determine not only optimal but also acceptable conditions.

1. Krashen, S. More smoke and mirrors: A critique of the National Reading Panel report on fluency. Phi Delta Kappan, 2001, 83: 119-123.

2. Krashen, S. Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann, 2003.

3. Von Sprecken, D. & Krashen, S. Do students read during sustained silent reading? California Reader, 1998, 32(1): 11-13.

4. Cohen, K. Reluctant eighth grade readers enjoy sustained silent reading. California Reader, 1999, 33 (1): 22-25.

5. LaBrant, L. An evaluation of free reading. Research in the Three R's. Ed. C. Hunnicutt & W. Iverson. New York: Harper & Brothers, 1938, pp. 154-161.

6. Hu, M. & Nation, I.S.P. Vocabulary density and reading comprehension. Reading in a Foreign Language, 2000, 13(1): 403-430.

7. Truscott, J. Noticing in second language acquisition: A critical review. Second Language Research, 1998 14(2): 103-135; Krashen, 2003, op, cit.

8. Lee, S.Y. What Makes It So Difficult to Write. Taipei: Crane Publishing Company, 2001; Krashen, 2003, op. cit.

9. Elbow, P. Writing without Teachers. New York: Oxford University Press., 1975; Krashen, 2003, op. cit.

10. Mason, B. A Study of Extensive Reading and the Development of Grammatical Accuracy by Japanese University Students Learning English. Ed.D. Dissertation, Temple University, Osaka, Japan, 2003.

11. Trelease, J. The read-aloud handbook. New York: Penguin. Fifth Edition, 2001. Mason, B. Vocabulary acquisition through storytelling. Paper presented at PAC5 conference, Vladivostok, Russia, June, 2004.

12. Lee, S.Y. How robust is in-class sustained silent reading. Paper presented at PAC5 conference, Vladivostok, Russia, June, 2004.

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