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E-grāmata: Teaching and Researching Reading

3.91/5 (45 ratings by Goodreads)
(Northern Arizona University, USA), (Northern Arizona University, USA)
  • Formāts: 340 pages
  • Sērija : Applied Linguistics in Action
  • Izdošanas datums: 24-Sep-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781317536437
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Teaching and Researching ReadingPalielināt
  • Formāts: 340 pages
  • Sērija : Applied Linguistics in Action
  • Izdošanas datums: 24-Sep-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781317536437
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Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction.

Recenzijas

"This is definitely leading edge in the field of Applied Linguistics and in particular reading instruction in the TESOL field."

Fatima Pirbhai-Illich, University of Regina, USA.

"I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts."

Maricel Santos, San Francisco State University, USA

Praise for the previous edition

"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, Akita International University, Japan "This is definitely leading edge in the field of Applied Linguistics and in particular reading instruction in the TESOL field."

Fatima Pirbhai-Illich, University of Regina, USA

"I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts."

Maricel Santos, San Francisco State University, USA

Praise for the previous edition

"An excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical eitheror (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two."

Clay Williams, Akita International University, Japan

Series Editor Preface xi
Authors' Acknowledgments xiii
Publisher's Acknowledgments xiv
Introduction to the 3rd Edition xv
PART I Understanding L2 Reading
1(62)
1 The Nature of Reading Abilities
3(34)
1.1 A Description of the Miracle of Reading (Part I)
3(2)
1.2 An Initial Definition of Reading
5(1)
1.3 Purposes for Reading
6(5)
1.4 Defining Fluent Reading Comprehension
11(3)
1.5 Describing How Reading Works: Components of Reading Abilities
14(13)
1.6 A Description of the Miracle of Reading (Part II)
27(1)
1.7 Three Models and an Approach
28(6)
1.8 Conclusion
34(3)
Appendix I-A Pactors to Take into Account When Considering the Complex Nature of Reading
35(1)
Further Reading
36(1)
Notes
36(1)
2 Comparing L1 and L2 Reading
37(26)
2.1 Linguistic and Processing Differences between L1 and L2 Readers
39(11)
2.2 Individual and Experiential Differences between L1 and L2 Readers
50(4)
2.3 Socio-Cultural and Institutional Differences Influencing L1 and L2 Reading Development
54(4)
2.4 Simikrities between L1 and L2 Reading
58(1)
2.5 Conclusion
59(4)
Further Reading
61(2)
PART II Exploring Research in Reading
63(72)
3 Key Studies in L1 Reading
65(37)
3.1 Research Studies as Stories: An Extended Example
66(7)
3.2 Ten More Key Research Studies
73(1)
3.3 Research on Underlying Cognitive Skills and the Impact of Extensive Reading
73(12)
3.4 Research on Specific Component Skills in Reading Comprehension
85(14)
3.5 Conclusion
99(3)
Appendix 3-A Visual Example of an SEM Pathway Analysis
100(1)
Further Reading
101(1)
Note
101(1)
4 Key Studies in L2 Reading
102(33)
4.1 Topics to Explore in L2 Reading Research
103(1)
4.2 Ten Good Stories from L2 Reading Research
104(23)
4.3 Implications for L2 Instruction
127(1)
4.4 Conclusion
128(7)
Appendix 4-A Discourse Structure Graphic Organizer (DSGO), Complete Version
130(2)
Appendix 4-B Discourse Structure Graphic Organizer (DSGO), Instructional Version
132(1)
Further Reading
133(1)
Note
133(2)
PART III L2 Reading Curricula and Instruction
135(62)
5 Principles for L2 Reading-Curriculum Design
137(22)
5.1 Core Reading-Curriculum Principles
138(5)
5.2 Reading-Skills Development Principles
143(5)
5.3 Instructional-Design Principles
148(5)
5.4 Conclusion
153(2)
Appendix 5-A Common Signals and Transition Words
155(1)
Appendix 5-B Common Reading Strategies
156(1)
Appendix 5-C Principles That Should Permeate Curricula Committed to Reading-Skills Development
157(2)
Further Reading
157(1)
Notes
158(1)
6 Teaching L2 Reading Using Evidence-Based Practices
159(38)
6.1 Core Reading-Curriculum Principles Translated into Practice
159(9)
6.2 Reading-Skills Development Principles Translated into Practice
168(14)
6.3 Instructional-Design Principles Translated into Practice
182(9)
6.4 Conclusion
191(1)
Appendix 6-A Student Worksheet: Discourse Structure Graphic Organizers (Created for "Looking into the Eyes of a Robot," Savage [ 2017], See Appendix 6-B for Answer Key)
192(1)
Appendix 6-B Answer Key to DSGO in Appendix 6-A
193(1)
Appendix 6-C Sample Reading Guide
194(3)
Further Reading
195(1)
Notes
196(1)
PART IV Investigating Reading through Action Research
197(66)
7 Reading Teachers as Action Researchers
199(26)
7.1 Teachers Investigating Their Own Classrooms: "How To" Guidelines
202(20)
7.2 Conclusion
222(1)
Appendix 7-A Explicit Vocabulary Teaching Techniques: Sample Tally Sheet
223(1)
Appendix 7-B Sample Record-Keeping Sheet to Document In-Class Silent Reading Time
224(1)
Further Reading
224(1)
8 Action Research Projects: Set I
225(21)
8.1 Model Action Research Projects
226(12)
8.2 Additional Questions to Guide Action Research
238(2)
8.3 Conclusion
240(1)
Appendix 8-A Examples of Discourse Structure Graphic Organizers
241(2)
Appendix 8-B Sampling of Reading Fluency Activities
243(3)
Further Reading
245(1)
9 Action Research Projects: Set II
246(17)
9.1 Model Action Research Projects
248(10)
9.2 Additional Questions to Guide Action Research
258(3)
9.3 Conclusion
261(2)
Further Reading
262(1)
PART V Resources
263(8)
10 Resources for Exploring L2 Reading
265(6)
10.1 Journals Dedicated to Reading and Related Issues
265(1)
10.2 Journals That Publish Studies Related to Reading and Related Topics
266(1)
10.3 Journals That Periodically Have Articles Related to Teaching (and Researching) L2 Reading
266(1)
10.4 Key L1 Reading Studies Described in Grabe and Stoller (2002)
267(1)
10.5 Key L2 Reading Studies Described in Grabe and Stoller (2002)
267(1)
10.6 Key L1 Reading Studies Described in Grabe and Stoller (2011)
268(1)
10.7 Key L2 Reading Studies Described in Grabe and Stoller (2011)
269(1)
10.8 Open Source Journals Focused on Action Research
270(1)
10.9 Professional Organizations of Interest to Reading Researchers and Teachers
270(1)
Note
270(1)
Glossary 271(13)
References 284(27)
Author Index 311(7)
Subject Index 318
William Grabe is Emeritus Regents' Professor of Applied Linguistics at Northern Arizona University, USA.

Fredricka L. Stoller is Professor of TESL and Applied Linguistics at Northern Arizona University, USA.
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