But They are having a very easy access to

But there
is a different scenario of this general complain. A trend of extensive reading
is found among the students, especially among the students of tertiary level of
Bangladesh. Students are using various types of technology which are very much
available. They are having a very easy access to internet from where they can
get all sorts of information they need. They can browse for information, if
necessary, they can read any book of any library, e-book reading is getting
popularity gradually as there is no burden of carrying or buying books, they
are reading news paper, they are watching tv where subtitles, along with other
writings, are playing a  vital role in
building their reading habit.  


2. Literature Review

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(From Wikipedia,
the free encyclopedia the definition can be got is like, reading is a
complex cognitive process of decoding symbols in order to
construct or derive meaning (reading
It is a means of language acquisition, of
communication, and of sharing information and ideas. It
is a complex interaction between the text and the reader which is shaped by the
reader’s prior knowledge, experiences, attitude, and language community which
is culturally and socially situated. The reading process requires continuous
practice, development, and refinement. In addition, reading requires creativity
and critical analysis. Consumers of literature make ventures with each piece,
innately deviating from literal words to create images that make sense to them
in the unfamiliar places the texts describe. Because reading is such a complex
process, it cannot be controlled or restricted to one or two interpretations.
There are no concrete laws in reading, but rather allows readers an escape to
produce their own products introspectively. This promotes deep exploration of
texts during interpretation. Readers use a variety of reading strategies to
assist with decoding (to translate symbols into sounds or visual
representations of speech) and
comprehension. Readers may use context clues to identify the meaning of unknown
words. Readers integrate the words they have read into their existing framework
of knowledge or schema (schemata theory).)

might play a crucial role in language learning specially in second language
learning. Fry (1965, p. 24), in his studies, shows how reading plays an
important role in second language learning:



“The benefits
of reading widely and relatively long texts are enormous for students with a
relatively high level of proficiency in the language. They have different needs
and different problems from those which they faced at lower educational levels.
As they have already studied the vast majority of structures and ways of
expressing meaning in English, these students need to be well familiar with the
intricacies of these structures, rather than learning ever more. Through
reading they can have better understanding of “the subtleties and shades of
meaning carried by the use of a particular choice of words in a particular
context.” Grammatical Structures and vocabulary can be learned easily through
reading a lot. While students are about to complete their formal study of the
“structural elements of English”, vocabulary will continue growing. On the
other hand (Nuttall, 1982, p. 19), focuses on the most typical use of reading
in a foreign language class is to teach the language itself. In this way,
vocabulary, structures and other things can be learnt through reading in a
foreign language and to extend command over that particular language.)




What is Reading


is a skill which enables us to get a message;

recognizing the written words
(written symbols);

getting (understanding) the meaning;

used to teach pronunciation;

grasping information from texts.

Reading is
a complex activity that involves both perception and thought. Reading consists
of two related processes: word recognition and comprehension. Word recognition
refers to the process of perceiving how written symbols correspond to one’s
spoken language.

is the process of making sense of words, sentences and connected text. Readers
typically make use of background knowledge, vocabulary, grammatical knowledge,
experience with text and other strategies to help them understand written text.

According to Macleod “(Several
types of reading may occur in a language classroom. One way in which these may
be categorized, as suggested by Brown (1989) can be outlined as follows:

A. Oral
B. Silent
   I. Intensive
      a. linguistic
      b. content
     II. Extensive
      c. global

The first
distinction that can be made is whether the reading is oral or silent. We will
not deal with oral reading, only silent reading. 

Within the
category of silent reading, one encounters intensive and extensive reading. 
Intensive reading is used to teach or practice specific reading strategies or
skills. The text is treated as an end in itself.  Extensive reading
on the other hand, involves reading of large quantities of material,
directly and fluently.  It is treated as a means to an end. It may
include reading, reading simply for pleasure or reading technical, scientific
or professional material.”

( Intensive reading :
Intensive reading is usually “a classroom-oriented activity in which students
focus on the linguistic or semantic details of a passage. Intensive reading
calls students’ attention to grammatical forms, discourse markers, and other
surface structure details for the purpose of understanding literal meaning”.(
Brown (2007)).
b. Intensive reading is a process where students read material which is usually
above their linguistic level.
Extensive Reading:
Extensive Reading is “generally associated with reading large amounts with the
aim of getting an overall understanding of the material. Readers are more
concerned with the meaning of the text than the meaning of individual words or
sentences.” Bamford and Day (1997)
Extensive reading is of large quantities of material or long texts, because
reading is individualized, students choose the books by themselves what they want
to read. )