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Audience and Purposes

This book is designed to serve as a teacher resource book for pre- and in-service reading and ESL teachers. It can also serve as a university textbook for courses on L2 reading methods, reading instruction, or in teacher preparation courses which focus on reading.


Overview of the Contents

This text provides an overview of various theoretical frameworks as they apply to reading, the relevant areas of research in the areas of second language and foreign language reading, and the connection of such theories to the teaching and learning of reading. The text aims to provide reading teachers and language instructors with an understanding of the reading process, L2/FL readers, and the ways in which to build reading skills, particularly academic reading skills and comprehension skills. The opening chapters provide teachers and students in reading and language methodology classes with a broad theoretical basis for developing effective classroom methods in the reading class. The remaining chapters provide practical information relating to effective teaching methods, reading assessment, and design and planning of a reading course.  The text focuses on both theory and practice leading to a holistic understanding of second language reading and L2/FL readers.


As stated, the concept of the book is essentially information + research + practical application, with equal emphasis on all. It begins with a discussion of reading theories and considers the prominent areas of research in the field of L2/FL reading including reading strategy instruction and computer-assisted reading. It disseminates a wide array of reading research in a very accessible manner. This book also considers the factors that affect reading. The pedagogy chapter considers the teaching of reading strategies and skills to improve reading comprehension and provides examples of the types of exercises and reading activities pre, during and post reading. This information is intentionally presented in one chapter so that teachers/methods students acquire a more complete understanding of how the reading process works and how specific strategies can be integrated into reading tasks and activities at each reading stage. There are two separate chapters on literature and vocabulary as both of these topics needed to be discussed in some depth. Numerous examples of types of activities are included providing teachers with a number of activities and ideas to use in the classroom. The chapter on reading assessment defines key terms and provides examples of types of assessment tasks and questions. The chapter on designing a reading course provides an in-depth course outline of a reading course and takes the teacher from beginning to end in terms of course design. The final chapter addresses professional development of reading teachers. The book includes examples of reading activities, charts, sample test/reading activity questions and a comprehensive glossary of terms specific to reading. Each chapter also includes a summary and discussion questions. This book has emerged from my own extensive experiences of teaching second language readers in newcomer programs, in adult education programs, and in college level courses, as well from my teaching experiences at the University of California, Irvine where students in the teaching program strongly indicated their desire for a single text which addressed L2 reading specifically, and one which provided them with an overview of the subject matter in a reader-friendly manner.


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