There’s always been something ‘invisible’ about reading. We can see learners doing it, but it’s hard to be certain exactly how they’re doing it . . . or how well. It all goes on in the black box of the brain, while the other skills feel more out in the open.
Maybe for this reason, as an ELT teacher, I sometimes approached reading skills lessons as an opportunity to let learners get on with it themselves. This is particularly the case with extensive reading (ER): the practice of learners reading as much as they can over a sustained . . .
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