According to Krashen’s Input Hypothesis, what is recommended for effective reading?

According to Krashen’s Input Hypothesis, what is recommended for effective reading?

• A. Reading materials should match the student’s interests
• B. Independent reading should be at or below the student's level
• C. Students should only read aloud to master pronunciation
• D. Reading comprehension tests should dominate assessment

Answer: (B)

The assertion that reading materials should be at or below the student's level aligns well with Krashen’s Input Hypothesis, which emphasizes the importance of comprehensible input for language acquisition. This theory posits that learners acquire language most effectively when they are exposed to language input that they can understand, but which also provides a slight challenge—often referred to as "i + 1," where "i" represents the learner's current language level. When students engage with texts that are at or below their reading level, they can enhance their understanding and improve their literacy skills without becoming overwhelmed by complex vocabulary or intricate sentence structures. This approach not only fosters confidence but also encourages a more enjoyable and engaging reading experience, as students are more likely to comprehend the material fully and to gain valuable context and knowledge. Reading materials that are too advanced can lead to frustration and disengagement, while materials that are too easy offer little in the way of growth or challenge. Therefore, choosing texts that cater to the students’ current capabilities while providing an opportunity to push their understanding slightly further is crucial for effective reading development in line with Krashen’s framework.

The assertion that reading materials should be at or below the student's level aligns well with Krashen’s Input Hypothesis, which emphasizes the importance of comprehensible input for language acquisition. This theory posits that learners acquire language most effectively when they are exposed to language input that they can understand, but which also provides a slight challenge—often referred to as "i + 1," where "i" represents the learner's current language level.

When students engage with texts that are at or below their reading level, they can enhance their understanding and improve their literacy skills without becoming overwhelmed by complex vocabulary or intricate sentence structures. This approach not only fosters confidence but also encourages a more enjoyable and engaging reading experience, as students are more likely to comprehend the material fully and to gain valuable context and knowledge.

Reading materials that are too advanced can lead to frustration and disengagement, while materials that are too easy offer little in the way of growth or challenge. Therefore, choosing texts that cater to the students’ current capabilities while providing an opportunity to push their understanding slightly further is crucial for effective reading development in line with Krashen’s framework.