Teaching and Researching Reading
By W. Grabe, Fredricka L. Stoller. 2019
794 citations recorded by the source corpus.
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
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/d0314bb1139570a39ceda349f2833d20bb90abbe
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In Developmental and Educational Psychology
Citations in the corpus
- Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension (2012, background): “Readers have to monitor their reading behavior and find out whether they understand the text (Grabe & Stoller, 2002).”
- Language Testing and Validation: An Evidence-Based Approach (2004, background): “…test of knowledge of structure or discrete lexical items in the 5,000-word list it might be rather naïve to assume that skills/strategies such as listening and reading are as unitary (see Urquhart and Weir 1998, Grabe and Stoller 2002, who argue for a partially divisible view of reading).”
- Limitations of the Common European Framework for developing comparable examinations and tests (2005, background): “…validity (for the theory of the cognitive processes involved in speaking, see Levelt, 1993; Fulcher, 2003; for writing, see Grabe and Kaplan, 1996; Hyland, 2002; for reading, see Urquhart and Weir, 1998; Alderson, 2000; Grabe and Stoller, 2002; for listening, see Buck, 2001; Rost, 2002).”