RENT TEXTBOOKS

by: Grabe, William; Stoller, Fredricka L.

ISBN: 9781408205037 | 1408205033

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.

---

... MOREe="width:100%" /> Part of the highly-regarded Applied Linguistics in Actionseries, Teaching and Researching: Reading, provides the most up-to-date coverage of theories surrounding this most crucial of skills. Taking into account the latest developments, the book demonstrates how reading theories can be researched, developed and then practically applied. Informs practicing teachers of latest research findings. Provides easily accessible summary of key research studies -enables teachers to make connections from research to teaching practices. Offers practical guidelines for curriculum development and change. Includes 27 model action research projects that can be adapted to individual classroom settings. Lists relevant resources available for reading teachers and researchers. Has dedicated website providing useful web links, references and resources.

Contents

              General Editors’ Preface                                                                   &nbs... MOREp;             

              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

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