Teaching and researching reading
著者
書誌事項
Teaching and researching reading
（Applied linguistics in action）
Longman, 2011
2nd ed
- : pbk
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注記
Includes bibliographical references (p.296-315) and indexes
内容説明・目次
内容説明
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.
目次
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
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