Teaching and Researching: Reading

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.

William Grabe is Regents Professor of Applied Linguistics at Northern Arizona University, Flagstaff. He is the author of many books and articles on L2 reading research and reading pedagogy. He edited the Annual Review of Applied Linguistics (Cambridge University Press) from 19902000.

Fredricka L. Stoller is Professor of Applied Linguistics at Northern Arizona University, Flagstaff.  She has authored numerous books and articles on L2 reading instruction, L2 reading curricula, reading in the context of content-based instruction, project work, disciplinary writing, and teacher development.