Teaching and Researching: Reading
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Teaching and Researching: Reading

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Description

Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts. In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 29 projects for teacher adaptation and use, as well as numerous new or substantially expanded resource materials that can be used for both action research and classroom instruction. Learning aids featured throughout the volume include * key concept boxes and a glossary of key terms * quote boxes highlighting critical issues in the field * resource lists of relevant journals, books and websites Fully revised throughout, with a range of new exemplary L1 and L2 research studies and an entirely new chapter on the move from research implications to instructional applications, this second edition of Teaching and Researching Listening is an invaluable resource for teacher trainers, practicing teachers, materials writers and researchers alike.show more

Product details

  • Hardback | 344 pages
  • 155.96 x 233.93 x 27.94mm | 653.17g
  • Taylor & Francis Ltd
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • Revised
  • 2nd Revised edition
  • black & white illustrations
  • 1138835560
  • 9781138835566

Review quote

"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.show more

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 Indexshow more

Rating details

34 ratings
3.85 out of 5 stars
5 35% (12)
4 29% (10)
3 26% (9)
2 3% (1)
1 6% (2)
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