Table of Contents
Contents
General Editors’ Preface ix
Authors’ Acknowledgements and Dedication xi
Publisher’s Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: ‘How to’ guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students’ perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading passages
8.1.5 Discourse organization: Signal words that provide cues to discourse organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of textbook post-reading questions
9.1.6 Digital literacy: Determination of students’ academic digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
- Resources for exploring L2 reading
- Journals dedicated to reading and related issues
- Journals that publish studies related to reading and related topics
- Journals that periodically include articles related to teaching (and researching) L2 reading
- Key L1 reading studies described in the 1st edition of Teaching and Researching Reading (Grabe & Stoller, 2002)
- Key L2 reading studies described in the 1st edition of Teaching and Researching Reading (Grabe & Stoller, 2002)
- Key L1 reading studies described in the 2nd edition of Teaching and Researching Reading (Grabe & Stoller, 2011)
- Key L2 reading studies described in the 2nd edition of Teaching and Researching Reading (Grabe & Stoller, 2011)
- Open source journals focused on action research
- Professional organisations of interest to reading teachers
Glossary X
References X
Subject Index X
Author Index X