Reading in a Second Language: Moving from Theory to Practice
Cambridge University Press, 2008/12/15
This volume, through a detailed treatment of the cognitive processes that support reading, explains how reading really works. It offers a thorough overview of important and current research, including first language research, which is not often found in second language acquisition (SLA) publications. This book is a true example of applied linguistics; it makes well-defined linkages between theory and practice, discussing the implications and applications of second language reading theories on instructional practices. It is a valuable resource and reference for action researchers, curriculum designers, teachers, administrators, and those interested in exploring theoretical issues grounded in instructional contexts.
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academic activities assessment for learning automatic background knowledge Bialystok build chapter classroom coherence component concepts curriculum discourse structure dyslexia educational Educational Psychology effective engage English Erlbaum extensive reading factors fluent reading goals Grabe grade graphic organizers groups Guthrie impact implicit learning important inferencing interaction intrinsic motivation involves Kintsch Koda L2 contexts L2 language L2 readers L2 reading development L2 students learners learning to read lexical linguistic literacy Mahwah main ideas major memory metacognitive models of reading multiple National Reading Panel orthography outcomes percent Perfetti phonological phonological awareness practice Pressley proficiency programs reading activities reading assessment reading comprehension reading fluency reading instruction reading motivation reading research reading skills reading strategies reading-comprehension role second language self-efficacy semantic situation model specific Stanovich strategic reading strategy instruction studies syntactic teachers teaching text comprehension text model theory tion TOEFL topic types vocabulary knowledge Wigfield word recognition