Teaching second language reading

This book examines a variety of approaches from classrooms and research that are used for teaching reading, and explores teaching methods focused on strategies.

Author Notes

Thom Hudson is Associate Professor of Second Language Studies at the University of Hawai'i

Acknowledgments
Introduction	p. 3
1 Issues in reading
Introduction	p. 7
Second language reading	p. 12
Examining some of the processes	p. 13
Synthesis of reading requirements	p. 25
Some concerns about reading that motivate this text	p. 26
Summary and conclusions	p. 29
Discussion and study questions	p. 30
2 Theories and models of first language reading processes
Introduction	p. 31
A brief overview of research on reading processes	p. 32
Bottom-up approaches	p. 34
Top-down approaches	p. 37
Interactive approaches	p. 39
New literacy approaches	p. 55
Summary and conclusions	p. 57
Discussion and study questions	p. 58
3 Second and foreign language reading issues
Introduction	p. 59
Views of second language reading	p. 59
Research into first language and second language relationships	p. 65
Summary and conclusions	p. 73
Discussion and study questions	p. 74
4 Reading skills
Introduction	p. 77
Reading skills in the first language	p. 77
Separability of skills	p. 79
Hierarchy of skills	p. 84
On skills and their hierarchical nature in the second language literature	p. 90
Lower-level processing in second language	p. 91
Higher-level skills in second language	p. 96
Summary and conclusions	p. 103
Discussion and study questions	p. 103
5 Strategies and metacognitive skills
Introduction	p. 105
Strategies and metacognition in first language research	p. 107
Basic reading comprehension strategies	p. 107
Metacognition and automaticity in application of reading strategies	p. 112
Metacognition and reading	p. 116
Strategies and metacognition in second language reading	p. 118
Second language strategy and metacognitive training	p. 130
Implications for instruction	p. 136
Summary and conclusions	p. 137
Discussion and study questions	p. 138
6 Content schema and background knowledge
Introduction	p. 141
Introduction to content and cultural schema	p. 142
Prior knowledge and first language reading	p. 143
Content schema across cultures and languages	p. 151
Cultural background	p. 151
Cultural background and text complexity	p. 156
Cultural background and text genre characteristics	p. 159
Summary and conclusions	p. 161
Discussion and study questions	p. 162
7 Formal schema and second language reading
Introduction	p. 165
Orthographic and phonemic knowledge	p. 165
Syntax and language structure	p. 168
Cohesion	p. 173
Text structure	p. 179
Narrative	p. 179
Expository text	p. 182
Text structure and second language reading	p. 187
Narrative text structure	p. 187
Expository text structure	p. 190
Instruction in text structure	p. 192
Summary and conclusions	p. 199
Discussion and study questions	p. 199
8 Genre and contrastive rhetoric
Introduction	p. 201
Genre	p. 201
Contrastive rhetoric	p. 213
Instructional approaches in genre and contrastive rhetoric	p. 221
Summary and conclusions	p. 224
Discussion and study questions	p. 225
9 Vocabulary in second language reading
Introduction	p. 227
What does it mean to know a word?	p. 229
Breadth of word knowledge	p. 229
Depth of word knowledge	p. 233
Relationships of breadth and depth	p. 235
Reading and first language vocabulary learning	p. 236
Reading and second language vocabulary learning	p. 245
Second language vocabulary and pedagogy	p. 249
Dictionary use	p. 249
Marginal glosses	p. 252
Meaning-in-context vocabulary learning strategies	p. 255
Summary and conclusions	p. 261
Discussion and study questions	p. 261
10 Reading and writing relationships
Introduction	p. 263
Views of reading and writing relationships	p. 264
The first language literacy skills of reading and writing	p. 268
Read-to-write	p. 268
Write-to-read	p. 274
Reading and writing and knowing	p. 277
Second language reading and writing connections	p. 279
Instructional bases of reading and writing	p. 283
Summary and conclusions	p. 286
Discussion and study questions	p. 287
11 Wrap-up of second language reading: teaching issues
Issues covered	p. 289
Complexity of the issue	p. 289
First and second language theories of reading	p. 289
Reading skills	p. 291
Strategies and metacognitive skills	p. 292
Content schema and background knowledge in second language comprehension	p. 293
Formal schemata in second language reading	p. 294
Genre and contrastive rhetoric	p. 295
Vocabulary in second language reading	p. 296
Reading and writing relationships	p. 296
Summary	p. 297

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Author Notes

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