Teaching and Researching Reading

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.

• ContentsGeneral Editors’ Preface ixAuthors’ Acknowledgements and Dedication xiPublisher’s Acknowledgements xiIntroduction 1Section I: Understanding L2 reading X1 The nature of reading abilities X1.1 A description of the miracle of reading (part I) X1.2 An initial definition of reading X1.3 Purposes for reading1.4 Defining fluent reading comprehension1.5 Describing how reading works: Components of reading abilities X1.6 A description of the miracle of reading (part II)1.7 Three models and an approach X1.8 ConclusionAppendix 1-A Factors to take into account when considering the complex nature of reading2 Comparing L1 and L2 reading X2.1 Linguistic and processing differences between L1 and L2 readers X2.2 Individual and experiential differences between L1 and L2 readers X2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development2.4 Similarities between L1 and L2 reading 2.5 Conclusion XSection II: Exploring research in reading X3 Key studies in L1 reading X3.1 Research studies as stories: An extended example X3.2 Ten more key research studies3.3 Research on underlying cognitive skills and the impact of extensive reading3.4 Research on specific component skills in reading comprehension3.5 ConclusionAppendix 3-A Visual example of a SEM pathway analysis 4 Key studies in L2 reading X4.1 Topics to explore in L2 reading research X4.2 Ten good stories from L2 reading research4.3 Implications for L2 instruction4.4 ConclusionAppendix 4-A Discourse structure graphic organizer (DSGO), complete versionAppendix 4-B Discourse structure graphic organizer (DSGO), instructional versionSection III: L2 reading curricula and instruction X5 Principles for L2 reading-curriculum design5.1 Core reading-curriculum principles5.2 Reading-skills development principles5.3 Instructional-design principles5.4 ConclusionAppendix 5-A Common signals and transition wordsAppendix 5-B Common reading strategiesAppendix 5-C Principles that should permeate curricula committed to reading-skills development6 Teaching L2 reading using evidence-based practices6.1 Core reading-curriculum principles translated into practice6.2 Reading-skills development principles translated into practice6.3 Instructional-design principles translated into practice6.4 ConclusionAppendix 6-A Student worksheet: Discourse structure graphic organizersAppendix 6-B Answer key to DSGO in Appendix 6-AAppendix 6-C Sample reading guideSection IV: Investigating reading through action research X7 Reading teachers as action researchers X7.1 Teachers investigating their own classrooms: ‘How to’ guidelines X7.2 Conclusion XAppendix 7-A Explicit vocabulary teaching techniques: Sample tally sheetAppendix 7-B Sample record-keeping sheet to document in-class silent reading time 8 Action research projects: Set I8.1 Model action research projects8.1.1 Deliberate practice: Teacher as coach8.1.2 Motivation: Students’ perceptions of themselves as readers8.1.3 Vocabulary: Students as independent vocabulary collectors8.1.4 Discourse organization: Discourse structures in textbook reading passages8.1.5 Discourse organization: Signal words that provide cues to discourse organization8.1.6 Fluency: Oral paired reading8.2 Additional questions to guide action research8.3 ConclusionAppendix 8-A Examples of discourse structure graphic organizersAppendix 8-B Sampling of reading fluency activities9 Action research projects: Set II9.1 Model action research projects9.1.1 Strategic-reader training: Teacher think-alouds9.1.2 Strategic-reader training: Classroom characteristics that support strategic-reader behaviors9.1.3 Main-idea comprehension: Questioning the Author9.1.4 Pre-during-post reading lesson framework: During-reading tasks9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of textbook post-reading questions9.1.6 Digital literacy: Determination of students’ academic digital-literacy needs9.2 Additional questions to guide action research X9.3 Conclusion XSection 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 XReferences XSubject Index XAuthor Index X

"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, USAPraise 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