In Latin classes in Flemish secondary schools, reading authentic Roman texts is the main objective. These texts are characterised by a high degree of complexity in terms of vocabulary, morphology and syntax. In addition, fluent text comprehension requires a solid background knowledge of Roman culture and history. As a result, the reading process in Latin classes is usually slow and intensive (IR: intensive reading).
This research aims to introduce the innovative teaching method of extensive reading (ER) into Flemish Latin reading education. ER refers to reading large amounts of text at or just below the reader's language level, with the aim of promoting frequent and enjoyable reading experiences, with an emphasis on global text comprehension. In contrast to IR, ER is characterised by a larger reading volume, lower text complexity and a stronger focus on intrinsic motivation.
Research in foreign language education shows that ER has a positive effect on reading fluency and reading comprehension. Regular exposure to meaningful input contributes to the development of reading skills and supports vocabulary acquisition, as lexical items are repeatedly presented in various contexts. In addition, ER promotes reading motivation and engagement among pupils, as they read texts independently without direct pressure to perform. ER can reduce reading anxiety and contributes to the development of autonomy and self-confidence, as pupils gain more control over their own learning process.
In this doctoral research, an intervention study will investigate the impact of an ER programme on reading comprehension and reading strategies, vocabulary knowledge (the retention of learned words and the incidental acquisition of new words), and reading engagement (more specifically, reading enjoyment, reading anxiety and self-efficacy) of Latin students in the fourth year of secondary education in Flanders.