The culmination of years of research by Professor Stephen Krashen, the founder of foreign language acquisition theory!

Since its first publication in 1994, The Power of Reading has been recognized as the most influential authority on language education.
This book presents groundbreaking research findings that fundamentally change the way educators and linguists teach language.


Professor Stephen Krashen, a leading authority in language education, has scientifically revealed the power of reading through meticulous research conducted in several countries over several decades.
According to Krashen's research, there is only one way to acquire a language, whether it is your native language or a foreign language.
Reading the books you want to read as much as you want.
Professor Krashen calls this method of reading 'spontaneous reading'.
Readers have demonstrated the surprising effects of voluntary reading through various experiments.
This book provides concrete evidence that reading improves various skills, including writing, grammar, vocabulary, and reading comprehension.


This book also provides detailed information on how to practically apply voluntary reading at home and at school.
The author also provides clear conclusions regarding the questions many people have about reading books.
For example, it's clear what effect light reading materials like comics or teen romances have, whether rewards offered to encourage reading are effective, and whether post-reading tests help improve reading skills.
You can also learn how to get children who hate reading or have difficulty reading to become engrossed in reading.

Ellie conducted a study in Singapore with approximately 3,000 children aged 6 to 9, which lasted from one to three years.
Students who participated in the reading program performed significantly better on tests of reading comprehension, vocabulary, speaking, grammar, listening, and writing skills than students who learned using traditional methods.
Research was also conducted in South Africa and Sri Lanka.
Children who were encouraged to read for fun performed significantly better on reading comprehension and writing tests than those who learned using traditional methods.
--- p.24

A series of studies since 1935 have clearly shown that grammar instruction is ineffective for reading and writing.
The most thorough study was conducted in New Zealand.
In this study, high school students participating in English classes were divided into three groups (traditional grammar, transformational grammar, and no grammar) and assessed annually for three years.
The researchers found no differences in reading comprehension, style, writing skills, or vocabulary between the three groups.
A follow-up study conducted a year later also found no difference.
The researchers concluded:
“English grammar, whether traditional or inflectional, has no impact on the language development of middle and high school students.” Learning complex grammatical structures does not help with reading or writing.
Rather, mastering complex grammar is possible through reading.
--- p.44

Numerous studies have shown that reading can develop language skills, leading to one clear conclusion:
Reading is the only way to develop reading comprehension, writing skills, a rich vocabulary, advanced grammar skills, and the ability to spell accurately.
After extensive research, I have concluded that there is only one way to acquire a language.
Language can only be acquired when the content is understood or accepted with understanding in a situation where there is little anxiety.
Understanding the content of a book in a low-anxiety environment is precisely the concept of autonomous reading.
If so, we need to reexamine the direct teaching method through repetitive training and practice that we are using.
--- p.
59

Some libraries exclude books from their catalogs that people want to read.
Michael, 10, points this out.
“It’s strange how good librarians don’t put books like The Hardy Boys or Tom Corbett, the Space Cadet in their libraries!” Researcher Nell suggests that many librarians consider themselves “guardians of good books.” --- p.84

Bon Sprecken and Krashen observed reading time in a middle school during the school year and reported that 90% of the students were reading.
According to the results of this study, the more books there were in the classroom library, the more teachers read along with students, the less students were asked to bring books to read, and the more teachers made a deliberate effort to have students read specific books, the more reading activities in the classroom were promoted. --- p.100

Carson, a neurosurgeon, was a poor student until the fifth grade.
His mother had him borrow two books from the library every week, read them, and report back on the content every weekend.
Carson was reluctant, but he followed his mother's advice.
The important thing here is that Carson's mother allowed her son to read whatever books he wanted.

At first, Carson chose books about his favorite subjects: animals, nature, science, etc.
Carson was a poor student in traditional subjects, but by fifth grade he was an excellent student in science.
As my reading expanded, I became a top fifth grade expert who could answer any question related to science.
Carson's reading skills and vocabulary improved through reading books.
This had a positive impact on all other subjects as well.
For example, in mathematics, “he was the best student when it came to solving word problems.” Reading also influenced spelling skills.
"I continued reading throughout the summer, and by the time I was in sixth grade, I could spell a lot of words without consciously memorizing them."
The initial stimulation Carson received from his mother had dramatic results.
"As I continued to read, my spelling, vocabulary, and reading comprehension improved, and class time became much more enjoyable.
My grades improved so much that by middle school I was at the top of my class." What is clear is that Carson's mother encouraged him to read just the right amount.
That is, because he was able to choose his own books, he was able to enjoy reading and thus no longer needed reading guidance. --- p.103

Although tests that ask for comprehension of content after reading are extremely popular, their effectiveness has not been conclusively proven.
Before purchasing a test program, you should first consider whether children have easy access to interesting books and whether they have enough time and space to read them. --- p.142

Mason compared the effectiveness of three activities for university students learning English in Japan.
The three activities were writing a short commentary on what I read in my native language (Japanese), writing a commentary on what I read in English, and writing a commentary and correcting errors in what I read in English.
After three semesters, he found no differences between the three groups in writing accuracy (or reading achievement).
Moreover, the extra time invested in writing did not contribute to language development.
That is, the two groups that wrote in English invested two more hours per week in writing, but it had no effect on language development.
Language acquisition occurs from input, not output, and from understanding, not speaking.
So, writing one page a day won't improve your writing style or ability.

Smith advises:
“To learn how to write newspaper articles, you must read newspapers.
Just reading textbooks won't be enough.
If you want to write for a magazine, it's better to skim magazines than to take a course on writing magazine articles.
“If you want to write poetry, read poetry.” --- p.151

When people learning a foreign language enjoy reading books, they start at the level of simple everyday conversation and progress to the level of speaking the language needed for advanced literary studies or business.
People studying a foreign language can steadily improve their language skills by reading books with enjoyment, without having to sit in a classroom and listen to a teacher, or even without having anyone to talk to.
It is also a good idea to encourage people learning a foreign language to read books written in their native language for fun.
Reading books in your native language for fun significantly develops your ability to read foreign languages. --- p.165

When children read for fun, when they are 'captivated by the book', they acquire language unconsciously and effortlessly.
Children will become excellent readers, acquire a large vocabulary, develop the ability to understand and use complex grammatical structures, improve their writing style, and become good (though not perfect) spellers.
When you read a book, your reading and writing skills actually develop.
People who read well rarely have serious problems with grammar, spelling, etc.
People who read well also write well.
Because it has to be that way.
They unconsciously acquire good writing skills through reading and acquire everything in the field of writing. --- p.168

Parents should know that children gain more from reading books than from working with workbooks.
Children learn more from reading comics, novels, magazines, etc. than from working on workbooks.
Although not everything that is enjoyable is beneficial, reading and writing skills develop most effectively when they are enjoyable.

--- p.
170