Teaching Reading, Revised
Description
Do you think that taking their own vocabulary tests helps students learn the words?
This reflective question and many others await your discussion and analysis in this revised edition of TESOL Press’s best-selling Teaching Reading, which explores different approaches to teaching reading in second language classrooms. This volume contains five new chapters:
- Intensive Reading
- Comprehension Activities
- Reading and Vocabulary
- Selecting a Reading Textbook
- Assessing Reading
The author has also included a new, detailed lesson plan. As in the previous edition, the goal of this book is to engage teachers in reflection on how reading may be most effectively taught to ESOL learners.
About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.
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Person
Richard R. Day is a professor in the Department of Second Language Studies, University of Hawai’i. His publications include New Ways in Teaching Reading. He is the co-author of Extensive Reading in the Second Language Classroom, and the co-editor of the online scholarly journal, Reading in a Foreign Language.
Thomas S.C. Farrell, PhD, is a professor at Brock University in St. Catharines, Ontario, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca.