Teaching and Researching Reading [electronic resource].
Grabe, William| Call Number | 428.4 |
| Author | Grabe, William. |
| Title | Teaching and Researching Reading |
| Edition | 3rd ed. |
| Publication | Milton : Routledge, 2019. |
| Physical Description | 1 online resource (341 p.). |
| Series | Applied Linguistics in Action Ser. |
| Notes | Description based upon print version of record. 3.3.2 A Study of Early Reading Success and Later Reading Achievement and Reading Volume |
| Contents | Cover; Half Title; Series Page; Title Page; Copyright Page; Dedication Page; Contents; Series Editor Preface; Authors' Acknowledgments; Publisher's Acknowledgments; Introduction to the 3rd Edition; Writing a 3rd Edition; The Contexts of L2 Reading; Reading Research and Reading Instruction; A Preliminary Notion of Reading Abilities; A Closing Note on Action Research and Teaching; Part I: Understanding L2 Reading; Chapter 1 The Nature of Reading Abilities; 1.1 A Description of the Miracle of Reading (Part I); 1.2 An Initial Definition of Reading; 1.3 Purposes for Reading 1.3.1 Reading to Search for Simple Information and Reading to Skim1.3.2 Reading to Learn from Texts; 1.3.3 Reading to Integrate Information, Write, and Critique Texts; 1.3.4 Reading for General Comprehension; 1.4 Defining Fluent Reading Comprehension; 1.5 Describing How Reading Works: Components of Reading Abilities; 1.5.1 Lower-Level Processes; 1.5.2 Higher-Level Processes; 1.5.3 General Cognitive and Neurolinguistic Processing; 1.6 A Description of the Miracle of Reading (Part II); 1.7 Three Models and an Approach; 1.7.1 Three Models of Reading; 1.7.2 Reading Systems Framework Approach 1.8 ConclusionAppendix 1-A: Factors to Take into Account When Considering the Complex Nature of Reading; Further Reading; Notes; Chapter 2 Comparing L1 and L2 Reading; 2.1 Linguistic and Processing Differences between L1 and L2 Readers; 2.1.1 Differing Amounts of Lexical, Grammatical, and Discourse Knowledge; 2.1.2 Greater Metalinguistic and Metacognitive Awareness in L2 Settings; 2.1.3 Varying Linguistic Differences across Any Two Languages; 2.1.4 Varying L2 Proficiencies as a Foundation for L2 Reading; 2.1.5 Varying Language Transfer Influences 2.1.6 Interacting Influence of Working with Two Languages2.2 Individual and Experiential Differences between L1 and L2 Readers; 2.2.1 Differing Levels of L1 Reading Abilities; 2.2.2 Differing Motivations for Reading in the L2; 2.2.3 Differing Amounts of Exposure to L2 Reading; 2.2.4 Differing Kinds of Texts in L2 Contexts; 2.2.5 Differing Language Resources for L2 Readers; 2.3 Socio-Cultural and Institutional Differences Influencing L1 and L2 Reading Development; 2.3.1 Differing Socio-Cultural Backgrounds of L2 Readers; 2.3.2 Differing Ways of Organizing Discourse and Texts 2.3.3 Differing Expectations of L2 Educational Institutions2.3.4 Differing Access to and Training in Reading Digital Texts Effectively; 2.4 Similarities between L1 and L2 Reading; 2.5 Conclusion; Further Reading; Part II Exploring Research in Reading; Chapter 3 Key Studies in L1 Reading; 3.1 Research Studies as Stories: An Extended Example; 3.2 Ten More Key Research Studies; 3.3 Research on Underlying Cognitive Skills and the Impact of Extensive Reading; 3.3.1 Print Exposure from Infancy to Early Adulthood: A Meta-Analysis |
| Summary | 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. |
| Added Author | Stoller, Fredricka L. |
| Subject | READING. SECOND LANGUAGE ACQUISITION. Reading Research. LANGUAGE ARTS & DISCIPLINES / Linguistics |
| Multimedia |
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| Summary | 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. |
| Notes | Description based upon print version of record. 3.3.2 A Study of Early Reading Success and Later Reading Achievement and Reading Volume |
| Contents | Cover; Half Title; Series Page; Title Page; Copyright Page; Dedication Page; Contents; Series Editor Preface; Authors' Acknowledgments; Publisher's Acknowledgments; Introduction to the 3rd Edition; Writing a 3rd Edition; The Contexts of L2 Reading; Reading Research and Reading Instruction; A Preliminary Notion of Reading Abilities; A Closing Note on Action Research and Teaching; Part I: Understanding L2 Reading; Chapter 1 The Nature of Reading Abilities; 1.1 A Description of the Miracle of Reading (Part I); 1.2 An Initial Definition of Reading; 1.3 Purposes for Reading 1.3.1 Reading to Search for Simple Information and Reading to Skim1.3.2 Reading to Learn from Texts; 1.3.3 Reading to Integrate Information, Write, and Critique Texts; 1.3.4 Reading for General Comprehension; 1.4 Defining Fluent Reading Comprehension; 1.5 Describing How Reading Works: Components of Reading Abilities; 1.5.1 Lower-Level Processes; 1.5.2 Higher-Level Processes; 1.5.3 General Cognitive and Neurolinguistic Processing; 1.6 A Description of the Miracle of Reading (Part II); 1.7 Three Models and an Approach; 1.7.1 Three Models of Reading; 1.7.2 Reading Systems Framework Approach 1.8 ConclusionAppendix 1-A: Factors to Take into Account When Considering the Complex Nature of Reading; Further Reading; Notes; Chapter 2 Comparing L1 and L2 Reading; 2.1 Linguistic and Processing Differences between L1 and L2 Readers; 2.1.1 Differing Amounts of Lexical, Grammatical, and Discourse Knowledge; 2.1.2 Greater Metalinguistic and Metacognitive Awareness in L2 Settings; 2.1.3 Varying Linguistic Differences across Any Two Languages; 2.1.4 Varying L2 Proficiencies as a Foundation for L2 Reading; 2.1.5 Varying Language Transfer Influences 2.1.6 Interacting Influence of Working with Two Languages2.2 Individual and Experiential Differences between L1 and L2 Readers; 2.2.1 Differing Levels of L1 Reading Abilities; 2.2.2 Differing Motivations for Reading in the L2; 2.2.3 Differing Amounts of Exposure to L2 Reading; 2.2.4 Differing Kinds of Texts in L2 Contexts; 2.2.5 Differing Language Resources for L2 Readers; 2.3 Socio-Cultural and Institutional Differences Influencing L1 and L2 Reading Development; 2.3.1 Differing Socio-Cultural Backgrounds of L2 Readers; 2.3.2 Differing Ways of Organizing Discourse and Texts 2.3.3 Differing Expectations of L2 Educational Institutions2.3.4 Differing Access to and Training in Reading Digital Texts Effectively; 2.4 Similarities between L1 and L2 Reading; 2.5 Conclusion; Further Reading; Part II Exploring Research in Reading; Chapter 3 Key Studies in L1 Reading; 3.1 Research Studies as Stories: An Extended Example; 3.2 Ten More Key Research Studies; 3.3 Research on Underlying Cognitive Skills and the Impact of Extensive Reading; 3.3.1 Print Exposure from Infancy to Early Adulthood: A Meta-Analysis |
| Subject | READING. SECOND LANGUAGE ACQUISITION. Reading Research. LANGUAGE ARTS & DISCIPLINES / Linguistics |
| Multimedia |