Teaching and Researching Reading
Applied Linguistics in Action Series
Teaching and Researching: Reading
is designed to help language professionals understand the complex nature of reading. This volume builds connections from research on reading, to sound instructional practices and action research possibilities. Offering an overview of reading theory, it summarises the main ideas and issues in first and second language contexts and covers key research studies. Grabe and Stoller then explicitly link this research to teaching practice.
In addition to providing erudite research analysis, this is a practical volume and the authors offer advice for practitioners and researchers including a 12-step procedure for conducting meaningful action research projects on reading-related topics, with 27 outlined models for teacher adaptation and use, and numerous figures which can used for both action research and classroom instruction.
Learning aids are also featured in the text, including:
- key concept boxes and glossary of key terms
- quote boxes highlighting critical issues in the field
- index of studies summarised by theme
- index of model action research projects organised by theme
- resource list of relevant journals, books and websites.
Written in an accessible style, Teaching and Researching: Reading is a valuable resource for teacher trainers, practicing teachers, materials writers and researchers.
William Grabe is Professor of English and Chair of the English Department at Northern Arizona University. He is currently President of the American Association for Applied Linguistics.
Fredricka L. Stoller is Associate Professor of English at Northern Arizona University. She has coauthored two reading textbooks, developed reading curricula, and written teacher-training articles on reading instruction.
What people are saying - Write a review
This is a great book to use for all those who wish to understand more about the reading process. I read it cover to cover many times over when I had been asked to write some on-line materials to get middle school teachers teach reading.
It is a great book because it is clear up-to-date and uses diagrams, flow-charts, etc to highlight key issues. It is a books teachers can use not only to teach reading better but to start some action-reaseach within their reading classes. It lays out the topics that have been worked on so well that I have been advocating for this book ever since I read it. I have asked colleagues who wish to start reseach to read this book.
In fact, I was so impressed with the book that I have requested Americaan Centre Library in New Delhi, India to make the entire series available. Such volumes are especially helping in India aand other developing ccountries where teachers and students who wish to up grade themselves or enter research do not have much support to know how to go about what they wish to do. This book help "research" and that I find facinating. Reading articles does not serve the purpose in the same way because they report what has been done. This book goes into the process of researching; that to my mind, is its unique feature.
Thank you Authors and Publisher for giving us such a useful volume.