Overview

Reading may seem straightforward, but within the language learning and teaching environment there are a host of competing theories which examine the ways in which reading can be taught effectively. This title considers all of those most prevalent and active theories and builds connections from research on reading, to sound instructional practices and suggests research possibilities. Offering an overview of reading theory, it summarises the main ideas and issues in first and second language contexts and covers key research studies.

Full Product Details

Author:   William Grabe ,  Fredricka L. Stoller
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Edition:   2nd edition
Dimensions:   Width: 23.40cm , Height: 1.80cm , Length: 15.60cm
Weight:   0.518kg
ISBN:  

9781408205037

ISBN 10:   1408205033
Pages:   344
Publication Date:   21 April 2011
Audience:   College/higher education ,  Professional and scholarly ,  ELT/ESL ,  Tertiary & Higher Education ,  Professional & Vocational
Replaced By:   9781138847941
Format:   Paperback
Publisher's Status:   No Longer Our Product
Availability:   In Print  
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Table of Contents

Contents   General Editors’ Preface   Authors’ Acknowledgements and Dedication   Publisher’s Acknowledgements   Introduction   Section I: Understanding L2 reading    1   The nature of reading abilities    1.1   Purposes for reading    1.2   Defining fluent reading comprehension    1.3   Describing how reading works: Components of reading abilities    1.4   Synthesising research perspectives: Models of reading    1.5   Conclusion    2   Comparing L1 and L2 reading    2.1   Linguistic and processing differences between L1 and L2 readers    2.2   Individual and experiential differences between L1 and L2 readers    2.3   Socio-cultural and institutional differences influencing L1 and L2 reading development    2.4   Conclusion   Section II: Exploring research in reading    3   Key studies in L1 reading    3.1   Research studies as stories: An extended example    3.2   Ten more key research studies    3.3   Seeing the story structure of research studies    3.4   Conclusion    4   Key studies in L2 reading    4.1   Topics to explore in L2 reading research    4.2   Ten good stories from L2 reading research    4.3   Conclusion Section III: Teaching reading using evidence-based practices 5 Teaching reading: Sound foundations and effective practices    5.1   Implications from reading research    5.2   Curricular principles for reading instruction    5.3   Moving from curricular principles to instructional applications    5.4   Conclusion Section IV: Investigating reading through action research    6   The reading teacher as action researcher    6.1   Teachers investigating their own classrooms: ‘How to’ guidelines    6.2   Conclusion    7   Vocabulary, fluency and motivation: Action research projects    7.1   Vocabulary action research projects    7.2   Fluency action research projects    7.3   Motivation action research projects    7.4   Additional action research questions    7.5   Conclusion    8   Strategic reading, discourse organisation and main-idea comprehension: Action research projects    8.1   Strategic reading action research projects    8.2   Discourse organisation action research projects    8.3   Main-idea comprehension action research projects    8.4   Additional action research questions 8.5   Conclusion    9   Reading-lesson stages, reading materials and extensive reading: Action research projects    9.1   Reading-lesson stages action research projects    9.2   Reading materials action research projects    9.3   Extensive reading action research projects    9.4   Additional action research questions    9.5   Conclusion Section V: Resources 10   Resources for action research 10.1   Journals dedicated to reading and related issues 10.2   Journals that report studies related to reading and reading-related topics 10.3   Journals that periodically have articles related to teaching (and researching) L2 reading 10.4   L2 teacher resource books on reading and related topics 10.5   L1 teacher resource books with good ideas for L2 reading teachers 10.6   Teacher resources on action research 10.7   Web sites on reading and vocabulary 10.8   Web sites on graphic organisers 10.9   Web sites on action research    10.10   Professional organisations of interest to reading teachers   Glossary   References   Subject Index   Author Index

Reviews

This book functions as an excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either-or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two. - Clay Williams, Assistant Professor, English for Academic Purposes Department, Akita International University. LINGUIST. http://linguistlist.org/issues/22/22-4804.html. 02 Dec 2011.

This book functions as an excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either-or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two. <BR>- Clay Williams, Assistant Professor, English for Academic Purposes Department, Akita International University.<BR>LINGUIST. <A>http://linguistlist.org/issues/22/22-4804.html</A>. 02 Dec 2011.<BR>

Author Information

Professor William Grabe and Fredricka Stoller, Associate Professors, Department of English, North Arizona University  

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