Teaching and Researching: Reading
2nd Edition
Published on 27. April 2015
Book
Hardback
344 pages
978-1-138-83556-6 (ISBN)
Description
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.
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.
Reviews / Votes
"This book functions as 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, Assistant Professor, English for Academic Purposes Department, Akita International University.
LINGUIST. http://linguistlist.org/issues/22/22-4804.html. 02 Dec 2011.
More details
Series
Edition
2nd New edition
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Edition type
New edition
Dimensions
Height: 235 mm
Width: 156 mm
Weight
653 gr
ISBN-13
978-1-138-83556-6 (9781138835566)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Book
10/2019
3rd Edition
Routledge
€208.30
Shipment within 10-20 days
Additional editions
William Grabe | Fredricka L. Stoller
Teaching and Researching: Reading
Book
04/2011
2nd Edition
Routledge
€60.84
Article exhausted; check for reprint
Content
Contents
General Editors' Preface
Authors' Acknowledgements and Dedication
Publisher's Acknowledgements
Introduction
Section I: Understanding L2 reading
1 The nature of reading abilities
1.1 Purposes for reading
1.2 Defining fluent reading comprehension
1.3 Describing how reading works: Components of reading abilities
1.4 Synthesising research perspectives: Models of reading
1.5 Conclusion
2 Comparing L1 and L2 reading
2.1 Linguistic and processing differences between L1 and L2 readers
2.2 Individual and experiential differences between L1 and L2 readers
2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development
2.4 Conclusion
Section II: Exploring research in reading
3 Key studies in L1 reading
3.1 Research studies as stories: An extended example
3.2 Ten more key research studies
3.3 Seeing the story structure of research studies
3.4 Conclusion
4 Key studies in L2 reading
4.1 Topics to explore in L2 reading research
4.2 Ten good stories from L2 reading research
4.3 Conclusion
Section III: Teaching reading using evidence-based practices
5 Teaching reading: Sound foundations and effective practices
5.1 Implications from reading research
5.2 Curricular principles for reading instruction
5.3 Moving from curricular principles to instructional applications
5.4 Conclusion
Section IV: Investigating reading through action research
6 The reading teacher as action researcher
6.1 Teachers investigating their own classrooms: 'How to' guidelines
6.2 Conclusion
7 Vocabulary, fluency and motivation: Action research projects
7.1 Vocabulary action research projects
7.2 Fluency action research projects
7.3 Motivation action research projects
7.4 Additional action research questions
7.5 Conclusion
8 Strategic reading, discourse organisation and main-idea comprehension: Action research projects
8.1 Strategic reading action research projects
8.2 Discourse organisation action research projects
8.3 Main-idea comprehension action research projects
8.4 Additional action research questions
8.5 Conclusion
9 Reading-lesson stages, reading materials and extensive reading: Action research projects
9.1 Reading-lesson stages action research projects
9.2 Reading materials action research projects
9.3 Extensive reading action research projects
9.4 Additional action research questions
9.5 Conclusion
Section V: Resources
10 Resources for action research
10.1 Journals dedicated to reading and related issues
10.2 Journals that report studies related to reading and reading-related topics
10.3 Journals that periodically have articles related to teaching (and researching) L2 reading
10.4 L2 teacher resource books on reading and related topics
10.5 L1 teacher resource books with good ideas for L2 reading teachers
10.6 Teacher resources on action research
10.7 Web sites on reading and vocabulary
10.8 Web sites on graphic organisers
10.9 Web sites on action research
10.10 Professional organisations of interest to reading teachers
Glossary
References
Subject Index
Author Index
General Editors' Preface
Authors' Acknowledgements and Dedication
Publisher's Acknowledgements
Introduction
Section I: Understanding L2 reading
1 The nature of reading abilities
1.1 Purposes for reading
1.2 Defining fluent reading comprehension
1.3 Describing how reading works: Components of reading abilities
1.4 Synthesising research perspectives: Models of reading
1.5 Conclusion
2 Comparing L1 and L2 reading
2.1 Linguistic and processing differences between L1 and L2 readers
2.2 Individual and experiential differences between L1 and L2 readers
2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development
2.4 Conclusion
Section II: Exploring research in reading
3 Key studies in L1 reading
3.1 Research studies as stories: An extended example
3.2 Ten more key research studies
3.3 Seeing the story structure of research studies
3.4 Conclusion
4 Key studies in L2 reading
4.1 Topics to explore in L2 reading research
4.2 Ten good stories from L2 reading research
4.3 Conclusion
Section III: Teaching reading using evidence-based practices
5 Teaching reading: Sound foundations and effective practices
5.1 Implications from reading research
5.2 Curricular principles for reading instruction
5.3 Moving from curricular principles to instructional applications
5.4 Conclusion
Section IV: Investigating reading through action research
6 The reading teacher as action researcher
6.1 Teachers investigating their own classrooms: 'How to' guidelines
6.2 Conclusion
7 Vocabulary, fluency and motivation: Action research projects
7.1 Vocabulary action research projects
7.2 Fluency action research projects
7.3 Motivation action research projects
7.4 Additional action research questions
7.5 Conclusion
8 Strategic reading, discourse organisation and main-idea comprehension: Action research projects
8.1 Strategic reading action research projects
8.2 Discourse organisation action research projects
8.3 Main-idea comprehension action research projects
8.4 Additional action research questions
8.5 Conclusion
9 Reading-lesson stages, reading materials and extensive reading: Action research projects
9.1 Reading-lesson stages action research projects
9.2 Reading materials action research projects
9.3 Extensive reading action research projects
9.4 Additional action research questions
9.5 Conclusion
Section V: Resources
10 Resources for action research
10.1 Journals dedicated to reading and related issues
10.2 Journals that report studies related to reading and reading-related topics
10.3 Journals that periodically have articles related to teaching (and researching) L2 reading
10.4 L2 teacher resource books on reading and related topics
10.5 L1 teacher resource books with good ideas for L2 reading teachers
10.6 Teacher resources on action research
10.7 Web sites on reading and vocabulary
10.8 Web sites on graphic organisers
10.9 Web sites on action research
10.10 Professional organisations of interest to reading teachers
Glossary
References
Subject Index
Author Index