Michael West’s New Method (Reading Method): A Comprehensive Overview

1. Introduction

Michael West’s New Method—commonly referred to as the Reading Method—was developed to address the specific language learning contexts of students who primarily need English for reading comprehension rather than spoken fluency. Recognizing that many learners, especially in regions like South Asia, had limited exposure to native English speakers, West proposed a structured approach emphasizing reading skills and vocabulary building through graded and extensive reading.

This method has played a significant role in educational systems where English is taught for academic purposes (e.g., reading textbooks or research articles). As future educators, understanding the Reading Method will help you design lessons that strengthen learners’ reading fluency, expand vocabulary, and build comprehension strategies.

2. Historical Context

• Michael West in India: Michael Philip West spent considerable time in India during the early 20th century, observing how English was taught and learned in schools. He realized that the majority of learners needed English primarily to read textbooks and pass written examinations rather than to communicate orally.
• Response to Traditional Methods: Influenced by the limitations of Grammar-Translation (which often lacked meaningful reading practice beyond translation) and the emerging “direct” or oral-focused approaches, West sought a compromise emphasizing extensive reading.
• Influence on Curriculum: His insights led to the creation of supplementary readers, graded language texts, and systematic reading exercises that continue to inform current English reading programs in various parts of the world.

Key Historical References

• West (1955) outlines the rationale for extensive and graded reading in Learning to Read a Foreign Language.
• Richards & Rodgers (2001) contextualize West’s contributions in the broader landscape of language teaching methodologies.

3. Core Principles and Practices

1. Reading as the Primary Skill
• The method prioritizes reading comprehension, presuming many learners will need English to access academic or professional texts.
2. Gradation and Simplified Texts
• Use of graded readers: texts are systematically leveled so that new vocabulary or structures build incrementally on previously learned material.
3. Vocabulary Development in Context
• Vocabulary is learned through repeated exposure in meaningful reading contexts, minimizing rote memorization of word lists.
4. Limited Explicit Grammar Instruction
• Grammar is taught incidentally as students encounter new structures in reading. The focus remains on understanding texts rather than mastering grammatical theory.
5. Extensive and Intensive Reading
• Extensive Reading: Students read longer passages or books for pleasure or general understanding.
• Intensive Reading: Involves more detailed tasks—like analyzing shorter texts to clarify tricky structures and vocabulary.

4. Typical Classroom Procedure

A Reading Method lesson often includes the following steps:

1. Selection of Appropriate Texts
• Teacher chooses or prescribes graded readers or short passages suitable for the learners’ proficiency level.
• Texts should be slightly challenging yet still comprehensible, to maintain interest and promote gradual language growth.
2. Pre-Reading Activities
• Activate Prior Knowledge: Ask students what they know about the topic.
• Introduce Key Vocabulary: Briefly highlight a few essential words that might be crucial for understanding.
3. Silent Reading
• Students read the text independently and silently, focusing on comprehension rather than oral production.
• The teacher encourages them to infer meanings from context and avoid over-reliance on dictionaries.
4. Comprehension Check
• Teacher asks comprehension questions—true/false, multiple-choice, or open-ended—related to the main ideas and key details in the text.
• Discussion in English can follow, though some teachers might allow limited L1 support for beginners.
5. Vocabulary and Structure Review
• Students note unfamiliar words and guess meanings from context.
• The teacher clarifies or confirms these meanings and briefly explains relevant language structures encountered in the text.
6. Post-Reading Tasks
• Summaries, short reflections, or group discussions (in English, where possible).
• This solidifies understanding and encourages deeper engagement with the text.
7. Follow-Up Reading
• Teachers may assign more reading at home, often recommending graded readers on similar topics for extensive practice.

Example Activity

• Text: A short, simplified article about “The Life Cycle of a Butterfly.”
• Pre-Reading: Discuss what students know about butterflies, introduce words like “caterpillar,” “chrysalis,” “metamorphosis.”
• Silent Reading: Students read the article at their own pace.
• Comprehension Check: The Teacher asks, “What is a chrysalis?” “How many stages are in a butterfly’s life cycle?”
• Vocabulary Review: Students identify new words, e.g., “larva,” “molting.” They infer meaning from context with the teacher’s guidance.
• Post-Reading: Students write a short paragraph describing another animal's life cycle, using the new words if relevant.

5. Advantages and Rationale

1. Focus on Real Needs
• Ideal for learners whose primary goal is to read English texts—common in academic or research-oriented environments.
2. Incremental Vocabulary Growth
• Frequent exposure to words in context aids retention and deeper understanding, aligned with incidental learning principles.
3. Learner Autonomy and Motivation
• Extensive reading encourages students to choose texts that interest them, fostering a positive reading habit and greater motivation.
4. Accessible for Larger Classes
• Reading activities can be conducted even in big classrooms with limited resources, reducing dependency on advanced audio-lingual equipment or technology.

6. Criticisms and Limitations

1. Underemphasis on Spoken Skills
• The Reading Method does not systematically develop speaking or listening proficiency.
2. Possibility of Poor Pronunciation
• Without oral practice, students may not develop accurate pronunciation or confidence in spoken English.
3. Challenges in Multi-Level Classes
• Selecting suitable reading materials for classes with widely varying proficiencies can be difficult.
4. Less Immediate Feedback on Language Use
• Focusing primarily on comprehension may not provide sufficient corrective feedback for grammar or speaking errors.

7. Research Perspectives

• Krashen’s Input Hypothesis (1982) supports the core idea that comprehensible input—often through reading—can drive language acquisition.
• Day & Bamford (1998) advocate for extensive reading, echoing West’s emphasis on graded reading materials.
• Richards & Rodgers (2001) place Michael West’s method in the broader shift toward content-focused instruction, highlighting its enduring influence in ESL/EFL classrooms.

8. Considerations for B.Ed. Students

1. Combine with Other Skills
• Encourage short speaking or writing tasks related to the reading to ensure more balanced language development.
2. Use Authentic & Graded Materials
• Depending on students’ proficiency, incorporate both authentic texts (magazines, news articles) and simplified readers for diverse practice.
3. Assess Reading Progress
• Develop assessments that measure comprehension beyond simple translation tasks. Consider quizzes, summaries, or open-ended questions.
4. Foster a Reading Culture
• Create a classroom library, implement reading logs, or start a reading club to promote extensive reading routines.
5. Tech Integration
• Offer online reading tools, eBooks, or websites for students to access interesting reading materials suitable for their level.

9. Conclusion

Michael West’s Reading Method revolutionized the teaching of English for learners with a primarily academic or text-based need. By emphasizing comprehensible graded texts and extensive practice, West’s approach developed a solid foundation for reading fluency and vocabulary growth. However, like any single-strand methodology, it may not thoroughly address all language skills if used in isolation. For best results, educators can blend West’s principles—extensive reading and contextual vocabulary learning—with broader pedagogical tools, ensuring learners also develop speaking, listening, and writing abilities as required.

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Suggested References for Further Reading

• Day, R. R., & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press.
• Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
• Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press.
• West, M. (1955). Learning to Read a Foreign Language. Longman.