Reading in a Second Language: Moving from Theory to PracticeCambridge 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. |
目次
The building blocks of fluency and comprehension | |
Comprehension processes | |
Cognitive issues in reading | |
Explaining reading | |
DEVELOPING READING COMPREHENSION ABILITIES | |
Building mainidea comprehension | |
Becoming a strategic reader | |
Building awareness of discourse structure | |
Vocabulary and reading comprehension | |
EXPANDING READING COMPREHENSION SKILLS Chapter 14 Reading fluency reading rate and comprehension | |
Extensive reading | |
The reading curriculum and instruction | |
PATTERNS OF VARIATION IN READING | |
Reading in different languages | |
L1 and L2 reading relationships | |
The social contexts of reading | |
Motivation for reading | |
Reading assessment | |
Further topics and issues in reading | |
References | |
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多く使われている語句
academic activities Anderson assessment for learning automatic background knowledge chapter classroom cognitive processes coherence component curriculum dyslexia Educational Psychology effective engage English Erlbaum extensive reading factors fluent reading goals Grabe graphic organizers Guthrie impact important inferencing interaction intrinsic motivation involves Journal of Educational Kintsch Koda L1 and L2 L2 readers L2 reading development L2 students language learning learners learning to read lexical Linderholm linguistic Mahwah main ideas major memory metacognitive models of reading multiple Nagy National Reading Panel Oakhill orthography outcomes Perfetti phonological awareness practice Pressley proficiency programs Psycholinguistics reading comprehension reading fluency reading instruction reading motivation Reading Research Quarterly reading skills reading strategies readingcomprehension Review role second language Second Language Acquisition semantic situation model specific Stahl Stanovich strategic reader strategy instruction studies syntactic tasks teachers teaching text comprehension text model theory TOEFL vocabulary knowledge Wigfield word recognition York