PanSIG 2026 - Building Language Competencies through Community

An Analysis of the Choice of Graded Readers at a Japanese University

May 23, 2026, 1:30 PM

25m

0号building/8-804 (Chukyo University)

A. Research-oriented Oral Presentation (25 minutes) ER: Extensive Reading 804

Speaker

Edmund Fec (Tohoku University of Community Service and Science)

Description

This presentation will show an analysis of the data provided by the author’s university library concerning which graded readers were borrowed by students over a period of three years. The findings suggest that purchases of graded readers for use by Japanese students should focus on easier books and should include content written specifically for young adults and/or content with which Japanese students are already familiar.

Short summary

This presentation will show an analysis of the data provided by the author’s university library concerning which graded readers were borrowed by students over a period of three years. The findings suggest that purchases of graded readers for use by Japanese students should focus on easier books and should include content written specifically for young adults and/or content with which Japanese students are already familiar.

Keywords

extensive reading
graded readers

Abstract

(Background)
Extensive reading (ER) is proven as an effective way to improve vocabulary and help language acquisition (Day & Bamford, 1998). The benefits of ER are said to be greater when learners can choose for themselves which books to read (Bamford & Day, 1997) – a system which is known as Self-Selected Reading (SSR) (Krashen & Mason, 1997). Graded readers are one of the main ways to facilitate SSR among EFL learners.
(Contribution)
To support students in developing their reading skills, the selection of graded readers needs to be targeted to their level of ability and interests. The purpose of this research is to assist educators and librarians to choose reading materials based on students’ needs and interests.This presentation will show an analysis of the data provided by the author’s university library concerning which graded readers were borrowed by students over a period of three years.
(Outcome)
The findings reveal that the most commonly borrowed books were predominantly from the easier levels. The analysis suggests that purchases of graded readers for use by Japanese students should focus on easier books and include content written specifically for young adults and/or content with which Japanese students are already familiar.

References

Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? The Language Teacher, 21, 6-8. https://jalt-publications.org/tlt/articles/2132-extensive-reading-what-it-why-bother
Day, R.R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge Language Education.
Krashen, S., & Mason, B., (1997). Can Second Language Acquirers Reach High Levels of Proficiency Through Self-Selected Reading? An Attempt to Confirm Nation's (2014) Results. International Journal of Foreign Language Teaching 10 (2): 10-19.