Cover
Half Title
Series Page
Title Page
Copyright Page
Contents
Preface
1. Learning to Read in Another Language
Learning to Read in the First Language
Shared Reading
Guided Reading
Independent Reading
Learning to Read in Another Language
Learning to Recognise and Spell Words
Prerequisites for Formal Reading Instruction
Learning Letter Shapes
Phonemic Awareness
Writing Conventions
Spoken Language and Reading
Phonics and the Alphabetic Principle
Spelling: Productive Phonics
Designing a Focused Spelling Programme
Principles for Teaching Reading
Meaning-focused Input
Meaning-focused Output
Language-focused Learning
Fluency Development
Tasks
Further Reading
2. Using the Four Strands to Plan a Reading or Writing Course
The Four Strands
Maximizing Vocabulary Learning through the Four Strands
Applying the Four Strands in a Course Focused on a Single Skill
Applying the Four Strands in an Activity Cycle
Flexibility in Applying the Four Strands
The Four Strands and the Roles of the Teacher
Using the Four Strands to Guide Course Planning
Tasks
Further Reading
3. Intensive Reading
Focuses in intensive reading
Features of a Good Intensive Reading Exercise
Are Comprehension Questions Good Reading Exercises?
Comprehension of the Text
Question Forms
The Focus of Comprehension Questions
Standardised Reading Procedures
Vocabulary
Techniques for High-frequency Vocabulary
Techniques for Low-frequency Vocabulary
Strategy-focused Techniques for High-frequency and Low-frequency Vocabulary
Grammar Features in the Text
A Sentence Simplification Strategy
Cohesive Devices
Reference Words and Substitutes
Ellipsis
Comparison
Conjunction Relationships
Lexical Cohesion
Genre Features
Handling the Exercises
The Role of Teaching Exercises
Tasks
Further Reading
4. Extensive Reading
Understand the Goals and Limitations of Extensive Reading
Find Your Learners' Present Vocabulary Level
Provide Plenty of Interesting and Appropriate Reading Texts
Set, Encourage and Monitor Large Quantities of Extensive Reading
Support and Supplement Extensive Reading with Language Focused Learning and Fluency Development
Help Learners Move Systematically through the Graded Reader Levels
Make It Work
Narrow Reading
Electronic Reading
Simplified and Unsimplified Texts
The Extensive Reading Programme
Tasks
Further Reading
5. Reading Faster
The Nature and Limits of Reading Speed
The Nature of Fluency Development
The Nature of Fluency Development Activities
Increasing Oral Reading Speed
Increasing Careful Silent Reading Speed
Increasing Silent Expeditious Reading Speed
Frequently Asked Questions About Reading Speed
What About Comprehension?
How Can Reading Fluency Be Measured?
How Can Progress in Reading Fluency Be Monitored?
How Can Progress in Reading Fluency Be Maintained?
Do Reading Rate Gains Transfer to Other Texts?
What Are Good Reading Speeds?
What Are the Advantages and Disadvantages of Reading Faster?
Tasks
Further Reading
Acknowledgement
6. Assessing Reading
Motivating
Speed-reading Graphs
Reading Logs
Oral Book Reports
Measuring Achievement
Pronominal Questions, Imperatives
True/False, Yes/No, Alternative Questions, and Multiple-choice
Information Transfer
Diagnosing Problems
Reading Aloud
Vocabulary Tests
The Bilingual Levels Tests
The Picture Vocabulary Size Test
Tests of Grammatical Knowledge
Testing Reading Speed
Other Causes
Measuring Reading Proficiency
Cloze Tests
Selective Cloze
Good Comprehension Questions (and How to Check if They Are Good)
Issues in Making and Using Reading Comprehension Tests
Should the Test Consist of One Text or Several Shorter Texts?
Should the Time Allowed to Sit a Reading Comprehension Test Be Limited?
Should Learners Be Allowed to Look Back at the Text when They Answer the Questions?
Should Learners Be Allowed to Use Dictionaries?
Should the Questions Be in the First Language and Should the Learners Be Allowed to Answer in the First Language?
When Marking Comprehension Questions Requiring Written Answers, Should Learners Be Penalised for Poor Spelling, Poor Punctuation, and Poor Grammar?
Tasks
Further Reading
7. Helping Learners Write
Principles for Teaching Writing
Meaning-focused Input
Meaning-focused Output
Language-focused Learning
Fluency Development
Designing Tasks
Experience Tasks
Bringing Tasks Within the Learners' Experience
Making Sure Learners have the Experience to Do a Task
Shared Tasks
Guided Tasks
Identification
Understanding Explanations
Answering Questions
Correction
Completion
Ordering
Substitution
Transformation
Independent Tasks
Using the Four Kinds of Tasks
Tasks
Further Reading
8. The Writing Process
The Parts of a Writing Programme
Meaning-focused Writing
The Parts of the Writing Process
Considering the Goals of the Writer and Model of the Reader
Gathering Ideas
Organising Ideas
Ideas to Text
Reviewing
Editing
Diagnosing Control of the Parts of the Writing Process
Diagnosing from the Written Product
The Goals of the Writer
A Model of the Reader
Gathering Ideas
Organising Ideas
Ideas to Text
Reviewing
Editing
Tasks
Further Reading
9. Writing and Digital Technology
Multimodal Composing
The Effects of Digital Technology on the Writing Process
The Goals of the Writer
Model of the Reader
Gathering and Evaluating Ideas
Organising Ideas
Ideas to Text
Reviewing
Feedback and Editing
Sharing and Publishing
Digital Technology and Ethical Issues
Tasks
Further Reading
10. Information Transfer and Topic Types
How Information Transfer Works
The Topic-type Hypothesis
Topic Types and Writing
Topic Types and Reading
Predicting from the Title of a Text
Taking Notes from a Text
Evaluating the Adequacy of a Text
Limitations of the Topic-type Approach
Tasks
Further Reading
11. Responding to Written Work
Motivating
Improving the Quality of Writing
Written Feedback to the Class
Oral Feedback to the Whole Class
Individual Feedback Using a Scale
Conferencing on a Portfolio
Marking Grammatical Errors
Peer Evaluation with a Focus
Collaborative Peer Feedback
Self-evaluation with a Checklist
Reformulation
Electronic Feedback
Balancing the Feedback in a Course
Measuring Proficiency in Writing
Tasks
Further Reading
12. Applying Principles to Reading and Writing Courses
Principles of Language Learning
The Four Strands
Time on Task
Repetition
Quality of Processing
Cost/Benefit
Learner Autonomy
Applying Principles to Reading
The Four Strands and Reading
Time on Task in a Reading Course
Reading and Repetition
Quality of Processing
Cost/Benefit and Reading
Being an Autonomous Reader
Applying Principles to Writing
The Four Strands and Writing
Time on Task in a Writing Course
Writing and Repetition
Quality of processing
Cost/benefit and Writing
Being an Autonomous Writer
Tasks
Further Reading
Appendix 1: Spelling and Pronunciation - Points of Correspondence
Learning to Use the Rules
Applying the Rules
Spelling to Pronunciation Correspondences
Pronunciation to Spelling Correspondences
References
Appendix 2: A List of Conjunction Relationships
Appendix 3: Ananse Tales Plan
References
Index