Recently, extensive reading (ER) sessions in Japanese have been widely conducted by asking learners to follow four fundamental rules: 1) start with easy books, 2) read without using a dictionary, 3) skip the words you do not understand, and 4) try a different book if you feel that the current one is too difficult or boring. Using a questionnaire, this study aims to understand supporters’, such as teachers, perceptions of these rules. Based on the analysis, the author discusses not only the rules from the perspective of the supporters but also the pedagogical implications of supporting ER.
