TY  - BOOK
AU  - Grabe,William
TI  - Reading in a second language: moving from theory to practice 
T2  - The Cambridge applied linguistics series
SN  - 0521509866
AV  - P53.75 .G73 2009
U1  - 418.4071 22
PY  - 2009///
CY  - New York, Cambridge
PB  - Cambridge University Press
KW  - Language and languages
KW  - Study and teaching
KW  - Reading
KW  - Second language acquisition
N1  - 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
N2  - "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
ER  -