－　 －417

四天王寺大学紀要　第 56 号（2013年 9 月）

Mr. Kashihara

This study is the third in a series of studies that reports on the effects of free voluntary reading on TOEIC

gains with individual subjects, all older adults （Mason, 2011, Mason, 2013）. I report here on the gains

made by a 35-year-old Japanese man who read graded readers on his own and gained 220 points on the

TOEIC in 6 months.

Mr. Kashihara is a computer designer who creates websites and CG animations. He entered graduate

school at the age of 22 and after finishing a master’s program worked at a company until he was 30 years old. Then he went back to school and finished his doctorate when he was 33 years old. Currently

he works as a computer designer and also teaches computer courses at a vocational school in Osaka. He

reported that he had not studied English for 12 years prior to starting the reading program described here.

To improve his ability to read information in English on the Internet, Mr. Kashihara took a 12-week

beginning level English reading course offered by an adult education program at a university in Osaka

during the summer in 2011.

The orientation for the reading course included information about second language acquisition theory,

focusing on the Comprehension Hypothesis （Krashen, 1985, 2003, 2004, 2006, 2011）, and methodology

consistent with the theory. Students were told that the methodology was meaning-based, and that there

would be no grammar instruction, vocabulary study, and no comprehension questions following listening

The Case of Mr. Kashihara―Another Case of Substantial Gains in Reading

and Listening without Output or Grammar Study―

Beniko MASON

“Mr. Kashihara” is a 35 year old Japanese man who read 4125 pages of graded readers at home on

his own for six months after he took a comprehension-based English class for beginners in an adult

education program. At no time did he study English grammar, and at no time did he attempt to speak or

write English. He gained 220 points on the TOEIC test in six months. This result is consistent with two

previously reported case studies of adults （Mason, 2011; Mason, 2013）.

－　 －418

Beniko MASON

and reading. Class-time was devoted to listening to stories told by the instructor, and homework was

reading graded readers, beginning with very easy books.

Mr. Kashihara read over 2000 pages during the summer. After finishing the class, he did not take the

course again, but continued to read on his own, following the principles he was exposed to in the

summer reading class. He checked books out from the university library including Macmillan graded

readers, books from the Oxford Bookworm series, Penguin graded readers, other books for young adults

and bestsellers （Appendix）. Although he worked every day, Mr. Kashihara managed to find time to read:

He reported that he carries his books with him everywhere he goes and reads when he finds time.

He took the TOEIC examination just after completing the class, again eleven weeks later, and a third

time six months after finishing the class.

He reported that he did not do any special preparation for the TOEIC examination, but said that he

looked up unknown words on a computer dictionary and recorded the words on Excel. Mr. Kashihara

said that he probably spent about one third of his total time devoted to English doing this. He said that he

encountered many unknown words when he first started the reading course.

Results

Mr. Kashihara improved quite a bit over the first eleven weeks he spent reading, gaining 175 points,

reading 1592 pages, and he improved 45 points over the next sixteen weeks, reading 2533 pages. Note

that he improved on both reading and listening subtests. Overall, he averaged about 22 pages of reading

per day, and gained an average of .05 points for each page read. Table 1 presents three sets of TOEIC

scores. Table 2 compares Mr. Kashihara and readers studied in previous publications （Mr. Tanaka

Table 1. Mr. Kashihara’s TOEIC test resultsTOEIC

Listening scoreReading scoreTotal scorePages readTotal gain between testsWeeks between testsPages read/weekPages read/dayHours spent/dayGain per weekGain per monthPoints per page

16555220

225170395159217511 weeks144.720.61.615.958.30.11

24519544025334516 weeks158.322.61.92.812.80.02

80140220412522027 weeks Average 152.8

0.05

9/11/2011 11/27/2011 3/18/2012 Total gain

－　 －419

The Case of Mr. Kashihara

（Mason, 2011） and Mr. Nakano （Mason, 2013）.

The similarities among these cases are striking. All three made good progress largely from reading. As

noted earlier, Mr. Kashihara included extra vocabulary study （looking up words and listing them）. Mr.

Tanaka’s “study time” was also dedicated to vocabulary （Mason, 2011）, while Mr. Nakano spent about

8% of his English study time working through a TOEIC preparation textbook （Mason, 2013）. Also, all

three made similar progress in terms of points gained on the TOEIC per page read. All three made far

better progress than junior college English majors relying on classroom instruction （Mason, 2013）. The

English majors who spent about 500 hours over four semesters with classroom instruction gained only

135 points in total on the TOEIC （399.3-264.9）. The gain scores on the reading section was 59.1 （153.6-94.5）, and on the listening section it was 74.6 （246.8-172.2） （Pendergast, 2010）.

Objections

Despite these consistent results, critics have raised objections. A frequent reaction to positive results

about the effect and efficiency of reading is that the method will not work for “regular” students; those

making progress from reading alone are “special,” exceptions to the normal route of language and

literacy development.

Previous studies that demonstrated similar results of the power of reading on standardized tests used very

different analytical approaches and subjects such as multiple regression and structural equation modeling

（analytical approaches） as well as international students preparing for study in the US, and students of

English as a foreign language in Taiwan （subjects） （Constantino, 1995; Gradman & Hanania, 1991; Constantino, Lee, Cho, & Krashen, 1997; Lee, 2007; Smith, 2006, 2011）.

The subject in this study was a normal, un-extraordinary person, as were the subjects in previous studies

showing the power of reading. In one study they were reluctant learners of English （Mason & Krashen,

Table 2. Comparisons to the previous casesEstimated % of timeengaged in readingAge

Length of the study

Pages readTOEIC score gainPoints/monthPoints/page

Mr. Kashihara（67%）356 months （Sept., 2011~ March, 20124125440-220=220360.05

Mr. Nakano（92%）755 months（June, 2011 ~Nov., 2011）2624580-495=85170.03

Mr. Tanaka（78%）4212 months（Jan., 2009 ~ Jan., 2010）6456655-475=180150.03

－　 －420

Beniko MASON

1997）. In other studies, the subjects were Health Science majors （Mason, 2007） and vocational students

（Lee & Hsu, 2009）. The adult participants in previous case histories in this series （Mason, 2011, 2013） worked during the day.

Critics also suggested that those making gains from comprehensible input alone must have gotten

supplementary input or instruction from other places. This could not be the case in Mason, Vanata,

Jander, Borsch, & Krashen, （2009）, a study that demonstrated impressive gains in vocabulary from

listening to stories in German. These students had absolutely no contact with German outside of class.

The real problem: Access

The real problem is making sure those who want to improve in a second language have easy access to a

great deal of truly interesting reading. Critics say that students do not read enough to receive sufficient

amount of comprehensible input for desired language acquisition; therefore, they need direct teaching

（Cobb, 2008）.

Students read when they have books. An obvious solution is to provide access to a lot of reading

material. It has been suggested that children should have access to vast amount of information on the

Internet, because children can teach themselves without supervision or formal teaching if they are

motivated and share interests with friends （Sugata Mitra: http://www.ted.com/speakers/sugata_mitra.

html）. Although computers are becoming less expensive, and reading material is readily available on

the Internet, they can not escape from troubles with breakdown, running and repairing expenses. On the

other hand, books can be easily maintained and last longer; furthermore, they cost much less.

The solution to the TOEIC/English problem

TOEIC is now the worldly recognized test for companies in Asia. In Japan the number of TOEIC test

takers in 1979 was only 3000, but it increased to 268,000 in 1989, 870,000 in 1999, and 1,680,000 in

2009 （http://www.toeic.or.jp/toeic/data/data.html）. Some companies now use TOEIC test scores when

making decisions concerning hiring, promoting, and firing their employees. “Soft Bank,” a cell phone

company in Japan, gives a 10,000 US dollar reward to employees who score over 900 points and 3,000 US dollars for a score of over 800 on the TOEIC.

The total number of Japanese who took the test in 2011 was 2,270,000 （at a cost of more than 124 million US dollars in test taking fees）. The number of university students who took the test was 352,635. In 2011 1st year Japanese college students’ average score on the TOEIC was 421 （Listening = 234; Reading = 187）, and 4th year average was 512 （Listening = 286, Reading = 226） （TOEIC TEST DATA

and ANALYSIS 2011: http://www.toeic.or.jp/toeic_en/pdf/data/TOEIC_DAA2011.pdf）. Thus, Japanese

college students in current English programs at university gained an average of 91 points in four years.

－　 －421

The Case of Mr. Kashihara

The subject in this current study, a 35-year old Japanese man, read 4125 pages （about one million

words） in six months and gained 220 points on the TOEIC, far more than college students do in four

years. This is another case of substantial gains in reading and listening without output or grammar study.

As of the time of this writing （January, 2013）, Mr. Kashihara is still reading. He comes to the university

library regularly to check out books.

The results presented here are consistent with other studies showing that gains on the TOEIC or TOEFL

are related to the amount of reading done. As impressive as these cases are, however, it is imperative

that we examine readers and listeners who did no formal study of any kind, who focused only on

comprehension.

　――――――――――――――――――ReferencesCobb, T. （2008）. Commentary: Response to McQuillan and Krashen （2008）. Language Learning and Techonology.

12 （1）, 109-114.Constantino, R. （1995）. The effect of pleasure reading: Passing the TOEFL test does not have to hurt. Mosaic, 3（1）, 15-17.

Constantino, R., Lee, S. Y., Cho, K. S. , & Krashen, S. （1997）. Free voluntary reading as a predictor of TOEFL

scores. Applied Language Learning, 8, 111-118.Gradman, H., & Hanania, E. （1991）. Language learning background factors and ESL proficiency. Modern Language

Journal, 75, 39-51.Hsieh, M. Y., Wang, F. Y., & Lee, S. Y. （2011）. A corpus-based analysis comparing vocabulary input from storybooks

and textbooks. The International Journal of Foreign Language Teaching, 25-33, Winter 2011Krashen, S. （1985）. The input hypothesis: Issues and implications. Torrance, CA: Laredo Publishing Company Inc.

Krashen, S. （2003）. Explorations in language acquisition and use. Portsmouth, NH: Heinemann Publishing.

Krashen, S. （2004）. The power of reading. Portsmouth, N.H.: Heinemann.

Krashen, S. （2006）. English fever. Taipei, Taiwan: Crane Publishing Co.

Krashen, S. （2011）. Free voluntary reading. Santa Barbara, CA: Libraries Unlimited.

Lee, S. Y. （2007）. Revelations from three consecutive studies on extensive reading. Regional Language Center

（RELC） Journal, 38（2）, 150-170.Lee, S. Y., & Hsu, Y. Y. （2009）. A three-year longitudinal study of in-class sustained silent reading with Taiwanese

vocational college students. Indonesian Journal of English Language Teaching , Volume 5/Number 1, 15-29, May 2009

Mason, B. （2013）. Substantial gains in listening and reading ability in English as a second language from voluntary

listening and reading in a 75 year old student. The International Journal of Foreign Language Teaching, 8（1）, 25-27.

Mason, B. （2011）. Impressive gains on the TOEIC after one year of comprehensible input with no output or grammar

study. The International Journal of Foreign Language Teaching, 7（1）.Mason, B. （2007）. The efficiency of self-selected reading and hearing stories on adult second language acquisition.

In “Selected Papers from the Sixteenth International Symposium on English Teaching,” English Teachers’

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Association / ROC Taipei, November 9-11, Pp. 630-633.Mason, B. （2006）. Free voluntary reading and autonomy in second language acquisition: Improving TOEFL scores

from reading alone. The International Journal of Foreign Language Teaching, 2（1）, 2-5.Mason, B., & Krashen, S. （1997）. Can extensive reading help unmotivated students of EF improve? ITL Review of

Applied Linguistics, 117-118, 79-84.Mason, B.,Vanata, M., Jander, K., Borsch, R., and Krashen, S. （2009）, ‘The effects and efficiency of hearing stories

on vocabulary acquisition by students of German as a second foreign language in Japan’. The Indonesian Journal

of English Language Teaching, 5（1）, 1-14.Pendergast, T. （2010）, ‘English language proficiency gains in an integrated, self-access program class of 2005 Part 2:

The ETS test battery’. Shitennoji University Junior College Journal, 49, 355-369.Smith, K. （2006）. A comparison of “pure” extensive reading with intensive reading and extensive reading with

supplementary activities. The International Journal of Foreign Language Teaching, 2（2）, 12-15.Smith, K. （2011）. Integrating One Hour of In-School Weekly SSR: Effects on Proficiency and Spelling. The

International Journal of Foreign Language Teaching, 7（1）.

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The Case of Mr. Kashihara

AppendixThe books Mr. Kashihara read throughout the reading program.

No

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Billy and the QueenThe Wrong manMarcel and the Mona LisaTom CruiseThe FireboyJulia RobertsThe MummyThe Troy StoneThe Big Bag MistakeThe White OrynxThe SongThe Last PhotoMuhammad AliRicky MartinHannah and the HurricaneThe Leopard and theLighthouseLeonardo Di CaprioA New ZealandPrince WilliamDead Man's riverMichael JordanWho wants to be a star?Jennifer LopezTwenty ThousandLeagues Under the SeaLittle WomenThe Long TunnelMother TeresaRich Man, Poor ManMarcoPeleThe Truth MachineDangerous JourneyAnna and the FighterThe House on the Hill

PenguinPenguinPenguinPenguinPenguinPenguinPenguinPenguinPenguinPenguinPenguinPenguinPenguinPenguinPenguin

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2011.5.182011.5.192011.5.192011.5.202011.5.212011.5.232011.5.232011.5.242011.5.242011.5.252011.5.252011.5.252011.5.282011.5.312011.6.1

2011.6.1

2011.6.12011.6.22011.6.22011.6.32011.6.32011.6.42011.6.4

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2011.6.102011.6.102011.6.112011.6.12

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Brad PittPicture PuzzleThe Elephant ManMoney for a MotorbikeNewspaper BoyNelson MandelaThe Wizard of OzDavid Beckham L.A RaidThe Lost ShipThe President’s MurderThe Phantom of the OperaHulkGandhiWhite DeathThe StrangerThe GardenThe Monkey’s PawFrankensteinAudrey HepburnA Christmas CarolGucciApollo 13The Lost WorldThe Mark of ZorroForrest GumpHeidiTreasure IslandThe QuestStar GateCanterville GhostTitanicThe Black CatThe Phantom AirmanThe Jungle BookThe Hairless MexicanThe PromiseGladiatorThe Lonely LadyThe King of the Castle

PenguinMacmillanOxfordMacmillanMacmillanPenguinOxfordPenguinMacmillanMacmillanOxfordOxfordPenguinPenguinOxfordMacmillanHeinemannOxfordMacmillanPenguinMacmillanPenguinPenguinMacmillanMacmillanPenguinPenguinMacmillanMacmillanPenguinMacmillanPenguinMacmillanMacmillanOxfordHeinemannMacmillanPenguinHeinemannHeinemann

2011.6.142011.6.152011.6.162011.6.172011.6.182011.6.212011.6.232011.6.242011.6.242011.6.242011.6.252011.6.252011.6.272011.6.282011.6.292011.6.302011.7.12011.7.12011.7.22011.7.22011.7.62011.7.62011.7.72011.7.92011.7.122011.7.162011.7.182011.7.202011.7.212011.7.232011.7.252011.7.252011.7.272011.7.282011.7.302011.8.12011.8.22011.8.72011.8.82011.8.10

2212221121112213213232233323333333243444

6027552522605518317577265626570276280599833721101101009010092859165701005818084230110110

151427111220278135262718182931142329134116324547303342412537303045305835713653

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75

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Return to EarthAlice's Adventure inWonderlandSevenMarriage of ConvenienceRobinson CrusoeSilas MarnerOliver TwistVoodoo IslandTown Like AliceRomeo and JulietThe Enchanted AprilTwo LivesDeath of Karen SilkwoodThe Sign of FourThe Ironing ManThe Picture of Dorian GrayThe Last of MohicansThe Adventure of TomSawyerL.A. MovieThe Mill on the FlossA Tale of Two CitiesMine BoyDead ColdLittle WomenJane EyreThe Man in the Iron MaskNorthanger AbbeyLogan's ChoiceThe Phantom of the OperaL.A WinnersSuper BirdThe Woman in BlackApollo's GoldUnquiet GravesJojo's StoryThe Legends of SleepyHollow and Rip Van WinkleThe Man from Nowhere

Oxford

Oxford

PenguinHeinemannOxfordHeinemannMacmillanOxfordMacmillanPenguinMacmillanCambridgeOxfordMacmillanCambridgePenguinMacmillan

Macmillan

MacmillanMacmillanMacmillanMacmillanCambridgeMacmillanMacmillanMacmillanMacmillanCambridgeMacmillanMacmillanCambridgeMacmillanCambridgeMacmillanCambridge

Macmillan

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2011.8.11

2011.8.12

2011.8.142011.8.162011.8.172011.8.192011.8.212011.8.222011.8.252011.8.282011.8.302011.9.12011.9.22011.9.42011.9.62011.9.82011.9.11

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2011.10.20

2011.10.23

2

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The story of the InternetCircle GamesTales of HorrorA Picture to RememberMichael Jackson: The Kingof PopThe Princess DiariesWithin High FencesThe Princess Diaries 2The Princess Diaries 3The Princess Diaries 4White FangRobin HoodThe Secret GardenThe Treasure of MonteCristoThe Wizard of OzRobinson CrusoeNelson MandelaCasino RoyaleI, RobotHeidiKing Arthur and theKnights of the Round TableDaisy MillerBristol MurderA Puzzle for LoganTouching the VoidTales of the SupernaturalThe Tenant of Wildfell HallA Kiss Before DyingOwl Creek Bridge andOther StoriesThe Woman WhoDisappearedMy Cousin RachelThe Space InvadersDraculaJust Good FriendsSense and Sensibility

PenguinCambridgeMacmillanCambridge

Macmillan

MacmillanCambridgeMacmillanMacmillanMacmillanMacmillanMacmillanMacmillan

Macmillan

MacmillanMacmillanMacmillanMacmillanMacmillanMacmillan

Macmillan

MacmillanMacmillanCambridgeMacmillanCambridgeMacmillanMacmillan

Macmillan

Macmillan

MacmillanMacmillanMacmillanCambridgeMacmillan

2011.10.272011.10.282011.10.292011.11.1

2011.11.4

2011.11.82011.11.92011.11.112011.11.142011.11.162011.11.182011.11.212011.11.24

2011.11.26

2011.11.302011.12.22011.12.62011.12.102011.12.102011.12.12

2011.12.15

2011.12.182011.12.222011.12.242011.12.282011.12.302012.1.22012.1.4

2012.1.6

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2012.1.102012.1.122012.1.132012.1.142012.1.18

5232

4

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The Cut-glass Bowl andOther StoriesDawson's Creek: TheBeginning of EverythingElsePride and PrejudiceL.A. MovieDavid CopperfieldEmmaOfficially DeadFar from the MaddingCrowdMiddlemarchAnna KareninaGreat ExpectationsMeet Me in IstanbulRebeccaThe SmugglerOur Mutual Friend Wuthering HeightsThe University MurdersJane EyreDeath in the DojoOliver TwistHigh Life Low LifeThe AmsterdamConnectionEmergency MurderIn the Shadow of theMountainThe EnemyThe Mosquito CoastDoctor ZhivagoSilas MarnerKing's RansomThe Queen of DeathThe Scarlet LetterFar From Madding CrowdDrippyThe Great Gatsby

Macmillan

Macmillan

MacmillanMacmillanOxfordMacmillanMacmillan

Macmillan

MacmillanMacmillanMacmillanMacmillanMacmillanMacmillanMacmillanOxfordCambridgeOxfordCambridgeOxfordCambridge

Cambridge

Cambridge

Cambridge

OxfordPenguinPenguinOxfordOxfordMacmillanOxfordOxfordAdventureMacmillan

2012.1.19

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2012.1.232012.1.262012.1.302012.2.52012.2.8

2012.2.11

2012.2.162012.2.192012.2.232012.2.242012.2.272012.3.12012.3.42012.3.82012.3.102012.3.152012.3.192012.3.242012.3.27

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2012.4.132012.4.162012.4.212012.4.232012.4.282012.4.292012.5.22012.5.62012.5.112012.5.13

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But Was it Murder?When a Hero DiesThe Darkest SecretAn Alien SpringTo Slay the DragonSparrow's TreasureRunning into DarknessThe Shadow ManThe Shaking MarkSummer of ShameDon't Blame the ChildrenMaitland's KidBridge to the MoonThe Price of FriendshipPlease Don't Ask Me toLove You

Note: 面白さ＝ Interest Level; 理解度＝ Comprehension; 分＝ Minutes

CambridgePerfectionPerfectionPerfectionPerfectionPerfectionPerfectionPerfectionPerfectionPerfectionPerfectionPerfectionPerfectionPerfection

Perfection

2012.5.162012.5.252012.6.12012.6.6

2012.6.112012.6.172012.6.222012.6.292012.7.5

2012.7.142012.7.182012.7.252012.7.302012.8.6

2012.8.9

4 232212202162178132180175148168143156167192

146

6712811511210511510713410911010611698

136

115

76027730784579578062817782848418852786378743885989579093

9208