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YOUNG LEARNERS SIG SPRING ISSUE 2006 2 Stephen Krashen: Pleasure Reading My friends on the spiritual path tell me that there are two paths to spiritual awakening: The path of pleasure and the path of pain. Of the two, the path of pain is faster: Personal suffering and tragedy often causes us to look beyond the mundane concerns of our everyday life and consider larger questions. The path of pleasure (e.g. meditation) also works, but it is slower. In literacy and language development, however, only the path of pleasure works. Those who are committed to increasing student suffering (for whatever reason) or who are committed to self-flagellation, will be disappointed in the research results. The research, in my view, points strongly in the direction of the Pleasure Hypothesis: What is good for language development and literacy development is perceived to be pleasant by the acquirer and the teacher. An important qualification is in order: The pleasure hypothesis does not say that anything students enjoy is beneficial, i.e., I am not saying If it feels good, it is good for you. This was not true in the 1960s and it is not true now. Rather, I am saying something more conservative: If an activity is good for language and literacy development, then the activity is pleasurable. I will present some support for the pleasure hypothesis in the area of reading, evidence that reading is both pleasant and efficient. In fact, reading appears to be both more pleasant than competing methodologies, as well as more efficient. Reading is Pleasant Self-selected voluntary reading is so pleasant that readers often report being addicted to it. W. Somerset Maugham, quoted in Nell (1988), is clearly a reading addict: Conversation after a time bores me, games tire me, and my own thoughts, which we are told are the unfailing resource of a sensible man, have a tendency to run dry. Then I fly to my book as the opium- smoker to his pipe ... (Nell, 1988, p.232). In a review of surveys done between 1965 and 1985, Robinson and Godbey (1997) confirm the pleasure of reading: Adult Americans consistently rated reading as enjoyable. In their 1985 survey of 2,500 adults, book and magazine reading was rated 8.3 out of 10 in enjoyment, compared to 7.5 for hobbies, 7.8 for television, and 7.2 for conversations. In Nell (1988) pleasure readers were asked to read a book of their own choice, while their heart rate, muscle activity, skin potential, and respiration rate were measured; level of arousal while reading was compared to arousal during other activities, such as relaxing with eyes shut, listening to white noise, doing mental arithmetic, and doing visualization activities. Nell found that during reading, arousal was increased, as compared to relaxation with eyes shut, but a clear drop in arousal was recorded in the period just after reading, which for some measures reached a level below the baseline (eyes-shut) condition. The ability of reading to relax us may explain why bedtime reading is so popular: It is arousing, but then it relaxes you. Consistent with these findings are Nells results showing that bedtime reading is popular. Of 26 pleasure readers he interviewed, 24 read in bed every night or most nights. Those who discover reading in a second language clearly find it pleasant when they can find interesting and comprehensible reading material. Kyung-Sook Cho (Cho and Krashen, 1994, 1995a, 1995b) reported that adult ESL acquirers in the US became dedicated and enthusiastic readers of Sweet Valley High novels, written for teenage girls. Pilgreens high school ESL students (Pilgreen and Krashen, 1993) were quite positive about sustained silent reading (SSR): Of Pilgreens subjects, 56% reported that they enjoyed SSR sessions very much, while 38% said they enjoyed them some and only 7% reported that they only enjoyed them a little. What about children? Conventional wisdom says that children like to read when they are young and then lose interest. But Krashen and Von Dr. Stephen Krashen is Professor Emeritus of Learning and Instruction at the University of Southern California. He is an expert in the field of linguistics, specializing in theories of language acquisition and development. Recently Dr. Krashens research has focused on reading and its effects on language acquisition and academic success. In the late 1970s, Stephen Krashen began promoting the natural approach to language teaching. He has published hundreds of books and articles and has been invited to deliver over 500 lectures at universities throughout the United States and the rest of the world. In the past five years, Stephen Krashen has fought to save whole language and bilingual education in the United States and has been lobbying for recreational reading and better stocked school libraries. ylsig2006aprilis.p65 2007.01.11., 18:56 2

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