{"product_id":"teaching-and-researching-reading-9781138847941","title":"Teaching and Researching Reading","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eNow in its third edition, \u003cem\u003eTeaching and Researching Reading\u003c\/em\u003e charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"This is definitely ‘leading edge’ in the field of Applied Linguistics and in particular reading instruction in the TESOL field.\"\u003c\/p\u003e\u003cp\u003eFatima Pirbhai-Illich, University of Regina, USA.\u003c\/p\u003e\u003cp\u003e\"I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts.\"\u003c\/p\u003e\u003cp\u003eMaricel Santos, San Francisco State University, USA\u003c\/p\u003e\u003cp\u003ePraise for the previous edition\u003c\/p\u003e\u003cp\u003e\"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.\"\u003c\/p\u003e\u003cp\u003eClay Williams, Akita International University, Japan\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\"This is definitely ‘leading edge’ in the field of Applied Linguistics and in particular reading instruction in the TESOL field.\"\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eFatima Pirbhai-Illich, University of Regina, USA\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e\"I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts.\"\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eMaricel Santos, San Francisco State University, USA\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePraise for the previous edition\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e\"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.\"\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eClay Williams, Akita International University, Japan\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eContents\u003c\/p\u003e\u003cp\u003eGeneral Editors’ Preface ix\u003c\/p\u003e\u003cp\u003eAuthors’ Acknowledgements and Dedication xi\u003c\/p\u003e\u003cp\u003ePublisher’s Acknowledgements xi\u003c\/p\u003e\u003cp\u003eIntroduction 1\u003c\/p\u003e\u003cp\u003e\u003cb\u003eSection I: Understanding L2 reading\u003c\/b\u003e X\u003c\/p\u003e\u003cp\u003e1 The nature of reading abilities X\u003c\/p\u003e\u003cp\u003e1.1 A description of the miracle of reading (part I) X\u003c\/p\u003e\u003cp\u003e1.2 An initial definition of reading X\u003c\/p\u003e\u003cp\u003e1.3 Purposes for reading\u003c\/p\u003e\u003cp\u003e1.4 Defining fluent reading comprehension\u003c\/p\u003e\u003cp\u003e1.5 Describing how reading works: Components of reading abilities X\u003c\/p\u003e\u003cp\u003e1.6 A description of the miracle of reading (part II)\u003c\/p\u003e\u003cp\u003e1.7 Three models and an approach X\u003c\/p\u003e\u003cp\u003e1.8 Conclusion\u003c\/p\u003e\u003cp\u003eAppendix 1-A Factors to take into account when considering the complex nature of reading\u003c\/p\u003e\u003cp\u003e2 Comparing L1 and L2 reading X\u003c\/p\u003e\u003cp\u003e2.1 Linguistic and processing differences between L1 and L2 readers X\u003c\/p\u003e\u003cp\u003e2.2 Individual and experiential differences between L1 and L2 readers X\u003c\/p\u003e\u003cp\u003e2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development\u003c\/p\u003e\u003cp\u003e2.4 Similarities between L1 and L2 reading \u003c\/p\u003e\u003cp\u003e2.5 Conclusion X\u003c\/p\u003e\u003cp\u003eSection II: Exploring research in reading X\u003c\/p\u003e\u003cp\u003e3 Key studies in L1 reading X\u003c\/p\u003e\u003cp\u003e3.1 Research studies as stories: An extended example X\u003c\/p\u003e\u003cp\u003e3.2 Ten more key research studies\u003c\/p\u003e\u003cp\u003e3.3 Research on underlying cognitive skills and the impact of extensive reading\u003c\/p\u003e\u003cp\u003e3.4 Research on specific component skills in reading comprehension\u003c\/p\u003e\u003cp\u003e3.5 Conclusion\u003c\/p\u003e\u003cp\u003eAppendix 3-A Visual example of a SEM pathway analysis \u003c\/p\u003e\u003cp\u003e4 Key studies in L2 reading X\u003c\/p\u003e\u003cp\u003e4.1 Topics to explore in L2 reading research X\u003c\/p\u003e\u003cp\u003e4.2 Ten good stories from L2 reading research\u003c\/p\u003e\u003cp\u003e4.3 Implications for L2 instruction\u003c\/p\u003e\u003cp\u003e4.4 Conclusion\u003c\/p\u003e\u003cp\u003eAppendix 4-A Discourse structure graphic organizer (DSGO), complete version\u003c\/p\u003e\u003cp\u003eAppendix 4-B Discourse structure graphic organizer (DSGO), instructional version\u003c\/p\u003e\u003cp\u003eSection III: L2 reading curricula and instruction X\u003c\/p\u003e\u003cp\u003e5 Principles for L2 reading-curriculum design\u003c\/p\u003e\u003cp\u003e5.1 Core reading-curriculum principles\u003c\/p\u003e\u003cp\u003e5.2 Reading-skills development principles\u003c\/p\u003e\u003cp\u003e5.3 Instructional-design principles\u003c\/p\u003e\u003cp\u003e5.4 Conclusion\u003c\/p\u003e\u003cp\u003eAppendix 5-A Common signals and transition words\u003c\/p\u003e\u003cp\u003eAppendix 5-B Common reading strategies\u003c\/p\u003e\u003cp\u003eAppendix 5-C Principles that should permeate curricula committed to reading-skills development\u003c\/p\u003e\u003cp\u003e6 Teaching L2 reading using evidence-based practices\u003c\/p\u003e\u003cp\u003e6.1 Core reading-curriculum principles translated into practice\u003c\/p\u003e\u003cp\u003e6.2 Reading-skills development principles translated into practice\u003c\/p\u003e\u003cp\u003e6.3 Instructional-design principles translated into practice\u003c\/p\u003e\u003cp\u003e6.4 Conclusion\u003c\/p\u003e\u003cp\u003eAppendix 6-A Student worksheet: Discourse structure graphic organizers\u003c\/p\u003e\u003cp\u003eAppendix 6-B Answer key to DSGO in Appendix 6-A\u003c\/p\u003e\u003cp\u003eAppendix 6-C Sample reading guide\u003c\/p\u003e\u003cp\u003e\u003cb\u003eSection IV: Investigating reading through action research\u003c\/b\u003e X\u003c\/p\u003e\u003cp\u003e7 Reading teachers as action researchers X\u003c\/p\u003e\u003cp\u003e7.1 Teachers investigating their own classrooms: ‘How to’ guidelines X\u003c\/p\u003e\u003cp\u003e7.2 Conclusion X\u003c\/p\u003e\u003cp\u003eAppendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet\u003c\/p\u003e\u003cp\u003eAppendix 7-B Sample record-keeping sheet to document in-class silent reading time \u003c\/p\u003e\u003cp\u003e8 Action research projects: Set I\u003c\/p\u003e\u003cp\u003e8.1 Model action research projects\u003c\/p\u003e\u003cp\u003e8.1.1 Deliberate practice: Teacher as coach\u003c\/p\u003e\u003cp\u003e8.1.2 Motivation: Students’ perceptions of themselves as readers\u003c\/p\u003e\u003cp\u003e8.1.3 Vocabulary: Students as independent vocabulary collectors\u003c\/p\u003e\u003cp\u003e8.1.4 Discourse organization: Discourse structures in textbook reading passages\u003c\/p\u003e\u003cp\u003e8.1.5 Discourse organization: Signal words that provide cues to discourse organization\u003c\/p\u003e\u003cp\u003e8.1.6 Fluency: Oral paired reading\u003c\/p\u003e\u003cp\u003e8.2 Additional questions to guide action research\u003c\/p\u003e\u003cp\u003e8.3 Conclusion\u003c\/p\u003e\u003cp\u003eAppendix 8-A Examples of discourse structure graphic organizers\u003c\/p\u003e\u003cp\u003eAppendix 8-B Sampling of reading fluency activities\u003c\/p\u003e\u003cp\u003e9 Action research projects: Set II\u003c\/p\u003e\u003cp\u003e9.1 Model action research projects\u003c\/p\u003e\u003cp\u003e9.1.1 Strategic-reader training: Teacher think-alouds\u003c\/p\u003e\u003cp\u003e9.1.2 Strategic-reader training: Classroom characteristics that support strategic-reader behaviors\u003c\/p\u003e\u003cp\u003e9.1.3 Main-idea comprehension: Questioning the Author\u003c\/p\u003e\u003cp\u003e9.1.4 Pre-during-post reading lesson framework: During-reading tasks\u003c\/p\u003e\u003cp\u003e9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of textbook post-reading questions\u003c\/p\u003e\u003cp\u003e9.1.6 Digital literacy: Determination of students’ academic digital-literacy needs\u003c\/p\u003e\u003cp\u003e9.2 Additional questions to guide action research X\u003c\/p\u003e\u003cp\u003e9.3 Conclusion X\u003c\/p\u003e\u003cp\u003e\u003cb\u003eSection V: Resources\u003c\/b\u003e X\u003c\/p\u003e\u003col\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eResources for exploring L2 reading\u003c\/li\u003e\n\u003c\/ol\u003e\u003col\u003e\u003cli\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eJournals dedicated to reading and related issues\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eJournals that publish studies related to reading and related topics\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eJournals that periodically include articles related to teaching (and researching) L2 reading\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eKey L1 reading studies described in the 1st edition of \u003ci\u003eTeaching and Researching Reading\u003c\/i\u003e (Grabe \u0026amp; Stoller, 2002)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eKey L2 reading studies described in the 1st edition of \u003ci\u003eTeaching and Researching Reading\u003c\/i\u003e (Grabe \u0026amp; Stoller, 2002)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eKey L1 reading studies described in the 2nd edition of \u003ci\u003eTeaching and Researching Reading\u003c\/i\u003e (Grabe \u0026amp; Stoller, 2011)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eKey L2 reading studies described in the 2nd edition of \u003ci\u003eTeaching and Researching Reading\u003c\/i\u003e (Grabe \u0026amp; Stoller, 2011)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eOpen source journals focused on action research\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eProfessional organisations of interest to reading teachers \u003c\/li\u003e\n\u003c\/ol\u003e \u003c\/li\u003e\u003c\/ol\u003e\u003cp\u003eGlossary X\u003c\/p\u003e\u003cp\u003e\u003ci\u003eReferences\u003c\/i\u003e X\u003c\/p\u003e\u003cp\u003eSubject Index X\u003c\/p\u003e\u003cp\u003eAuthor Index X\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":51019533025623,"sku":"9781138847941","price":37.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138847941.jpg?v=1750780550","url":"https:\/\/bookcurl.com\/products\/teaching-and-researching-reading-9781138847941","provider":"Book Curl","version":"1.0","type":"link"}