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Reading in a second language : moving from theory to practice / William Grabe.

By: Material type: TextTextSeries: Cambridge applied linguistics seriesPublisher: New York ; Cambridge : Cambridge University Press, 2009Description: xv, 467 pages : illustrations ; 24 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0521509866
  • 9780521509862
  • 0521729742
  • 9780521729741
Other title:
  • Reading in a 2nd language
Subject(s): DDC classification:
  • 418.4071 22
LOC classification:
  • P53.75 .G73 2009
Contents:
Research Foundations -- 1. The Nature of Reading: Defining Reading -- 2. How Reading Works: The basic building blocks -- 3. How Reading Works: The Comprehension Process -- 4. Models, and More Models of Reading: Explaining Reading Research Issues and the L2 Reader -- 5. Individual Student Variation -- 6. The Social Contexts of Reading -- 7. Motivation in Reading -- 8. Reading in Different Languages and L1 / L2 differences -- 9. Issues in Reading in a Second Language Component Abilities and Resources for L2 Reading -- 10. Reading and Vocabulary Development -- 11. Reading and Grammar -- 12. Discourse Structure Awareness -- 13. Reading Strategies -- 14. Becoming a Strategic Reader -- 15. Fluency and Reading Rate -- 16. Extensive Reading Institutional and Instructional Factors Influencing Reading Development -- 17. Reader-Writer Relations -- 18. Reading and Content-Based Instruction -- 19. Assessing Reading -- 20. From Theory to Practice: Designing a Curriculum.
Summary: "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."--Publisher.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode
Book City Campus City Campus Main Collection 418.4071 GRA (Browse shelf(Opens below)) 1 Available A433458B

Includes bibliographical references (pages 391-453) and index.

Research Foundations -- 1. The Nature of Reading: Defining Reading -- 2. How Reading Works: The basic building blocks -- 3. How Reading Works: The Comprehension Process -- 4. Models, and More Models of Reading: Explaining Reading Research Issues and the L2 Reader -- 5. Individual Student Variation -- 6. The Social Contexts of Reading -- 7. Motivation in Reading -- 8. Reading in Different Languages and L1 / L2 differences -- 9. Issues in Reading in a Second Language Component Abilities and Resources for L2 Reading -- 10. Reading and Vocabulary Development -- 11. Reading and Grammar -- 12. Discourse Structure Awareness -- 13. Reading Strategies -- 14. Becoming a Strategic Reader -- 15. Fluency and Reading Rate -- 16. Extensive Reading Institutional and Instructional Factors Influencing Reading Development -- 17. Reader-Writer Relations -- 18. Reading and Content-Based Instruction -- 19. Assessing Reading -- 20. From Theory to Practice: Designing a Curriculum.

"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."--Publisher.

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