ABSTRACT
This chapter presents some predictions about how extensive reading will develop and sets out a research agenda for the extensive reading research community. The first set could be undertaken by teachers in their own classrooms using an action research paradigm to fine-tune the extensive reading program to those particular learners. Adding an extensive reading program to a language course is the most important improvement that a teacher can make, and if this was the only improvement made, the teacher could still feel very satisfied about that. Extensive reading provides learners with large quantities of input which provide opportunities for the learning conditions of repetition and quality meetings to occur. However, these large amounts of input need to be maintained over several years to ensure that learners reach proficiency levels high enough to read uncontrolled text.
