William Grabe, Fredricka L. Stoller

eBook, PDF

Teaching and Researching Reading (eBook, PDF)

Third Edition

Beschreibung

Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction.

Technische Details

• Geräte: PC
• mit Kopierschutz

Barrierefreiheit

• Text-to-Speech
• E-Mail des Verlags für Barrierefreiheitsfragen: [e-mail]
• Seitennummerierung folgt dem gedruckten Werk
• Navigierbarer Index mit direktem Zugriff auf Indexbegriffe
• Navigierbares Inhaltsverzeichnis für direkten Zugriff auf Text und Medien

Autor

William Grabe is Emeritus Regents' Professor of Applied Linguistics at Northern Arizona University, USA.

Fredricka L. Stoller is Professor of TESL and Applied Linguistics at Northern Arizona University, USA.

Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 340
• Erscheinungstermin: 24. September 2019
• Englisch
• ISBN-13: 9781317536437
• Artikelnr.: 57804900

Rezensionen

"This is definitely 'leading edge' in the field of Applied Linguistics and in particular reading instruction in the TESOL field."

Fatima Pirbhai-Illich, University of Regina, USA.

"I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts."

Maricel Santos, San Francisco State University, USA

Praise for the previous edition

"An excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either-or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two."

Clay Williams, Akita International University, Japan