Skip to main content
×
Home
    • Aa
    • Aa

3. RESEARCH ON TEACHING READING

Abstract

This chapter builds on prior reviews of reading theory, research, and assessment published in the Annual Review of Applied Linguistics and uses them and additional current research to develop a set of 10 instructional implications for second language reading. The review draws upon both L1 and L2 research to demonstrate support for instructional approaches that (1) ensure fluency in word recognition; (2) emphasize the learning of vocabulary; (3) activate background knowledge; (4) ensure acquisition of linguistic knowledge and general comprehension; (5) teach recognition of text structures and discourse organization; (6) promote development of strategic readers rather than mechanical application of strategy checklists; (7) build reading fluency and rate; (8) promote extensive reading; (9) develop intrinsic motivation for reading; and (10) contribute to a coherent curriculum for student learning. There is empirical support for each of these implications, although at the same time, additional research related to many is needed to further identify aspects of effective L2 reading instruction in particular settings. While further research alone does not guarantee improved reading pedagogy, it provides one means of identifying specific aspects of reading abilities and testing alternative instructional practices and is thus a crucial component in the search for more effective outcomes.

Copyright
Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

AkamatsuN.2002A similarity in word-recognition procedures among second language readers with different first language backgrounds. Applied Psycholinguistics, 23, 117133.

AkamatsuN.2003The effects of first language orthographic features on second language reading in texts. Language Learning, 53, 207231.

BamfordJ., & DayR.1998Teaching reading. Annual Review of Applied Linguistics, 18, 124141.

BeckI., PerfettiC., & McKeownM.1982The effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506521.

BreznitzZ.1997Enhancing the reading of dyslexic children by reading acceleration and auditory masking. Journal of Educational Psychology, 89, 103113.

BreznitzZ., & ShareD.1992Effects of accelerated reading rate on memory for text. Journal of Educational Psychology, 84, 193199.

BrownR., PressleyM., Van MeterP., & SchuderT.1996A quasi-experimental validation of transactional strategy instruction with low-achieving secondgrade readers. Journal of Educational Psychology, 88, 1837.

CarrellP.1984The effects of rhetorical organization on ESL readers. TESOL Quarterly, 18, 441469.

CarrellP., PharisB., & LibertoJ.1989Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647678.

CarverR.2003The highly lawful relationships among pseudoword decoding, word identification, spelling, listening, and reading. Scientific Studies of Reading, 7, 127154.

ChiappeP., SiegalL., & Wade-WoolleyL.2002Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369400.

ChenH-C., & GravesM.1995Effects of previewing and providing background knowledge on Taiwanese college students' comprehension of American short stories. TESOL Quarterly, 29, 663686.

ChuH. J., SwaffarJ., & CharneyD.2002Cultural representations of rhetorical conventions: The effects on reading recall. TESOL Quarterly, 36, 511541.

DavidsonR., & StruckerJ.2002Patterns of word recognition errors among adult basic education native and non-native speakers of English. Scientific Studies of Reading, 6, 299316.

DroopM., & VerhoevenL.2003Language proficiency and reading ability in first and second language learners. Reading Research Quarterly, 38, 78103.

FenderM.2001A review of L1 and L2/ESL word integration skills and the nature of L2/ESL word integration development involved in lower-level text processing. Language Learning, 51, 319396.

FenderM.2003English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language. Applied Psycholinguistics, 24, 289315.

GevaE., & SiegalL.2000Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 130.

GevaE., & VerhoevenL.2000Introduction: The development of second language reading in primary children—Research issues and trends. Scientific Studies in Reading, 4, 261266.

GevaE., & WangM.2001The development of basic reading skills in children: A cross-language perspective. Annual Review of Applied Linguistics, 21, 182204.

GuthrieJ., Van MeterP., HancockG., McCannA., AndersonE., & AlaoS.1998Does Concept-Oriented Reading Instruction increase strategy use and conceptual learning from text?Journal of Educational Psychology, 90, 261278.

GuthrieJ., Van MeterP., McCannA., WigfieldA., BennettL., PoundstoneC., RiceM., FaibischF., HuntB., & MitchellA.1996Growth in literacy engagement: Changes in motivations and strategies during Concept-Oriented Reading Instruction. Reading Research Quarterly, 31, 306332.

GuthrieJ., WigfieldA., MetsalaJ., & CoxK.1999Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231256.

GuthrieJ., WigfieldA., & Von SeckerC.2000Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331341.

HudsonT.1998Theoretical perspectives on reading. Annual Review of Applied Linguistics, 18, 4360.

KlingnerJ., & VaughnS.2000The helping behaviors of fifth graders while using collaborative strategic reading during ESL content classes. TESOL Quarterly, 34, 6998.

KodaK.1996L2 word recognition research: A critical review. Modern Language Journal, 80, 450460.

KrollJ., MichaelE., TokowiczN., & DufourR.2002The development of lexical fluency in a second language. Second Language Research, 18, 137171.

LevyB., AbelloB., & KysynchukL.1997Transfer from word training to reading in context: Gains in reading fluency and comprehension. Learning Disability Quarterly, 20, 173188.

McKeownM., BeckI., OmansonR., & PopleM.1985Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522535.

MeyerB., TalbotA., & FlorencioD.1999Reading rate and prose retrieval. Scientific Studies of Reading, 3, 303329.

MeyerB., & PoonL.2001Effects of structure strategy training and signaling on recall of texts. Journal of Educational Psychology, 93, 141159.

MuterV., & DiethelmK.2001The contribution of phonological skills and letter knowledge to early reading development in a multilingual population. Language Learning, 51, 187219.

NationI. S. P.2001Learning vocabulary in another language. New York: Cambridge University Press.

PerfettiC., Van DykeJ., & HartL.2001The psycholinguistics of basic literacy. Annual Review of Applied Linguistics, 21, 127149.

PerkinsK.1998Assessing reading. Annual Review of Applied Linguistics, 18, 208218.

PichetteF., SegalowitzN., & ConnorsK.2003Impact of maintaining L1 reading skills on L2 reading skill development in adults: Evidence from speakers of Serbo-Croatian learning French. Modern Language Journal, 87, 391403.

PikeL.1979An evaluation of alternative item formats for testing English as a foreign language. TOEFL Research Reports, No. 2. Princeton, NJ: Educational Testing Service.

QianD.2002Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52, 513536.

SchiefeleU.1999Interest and learning from text. Scientific Studies of Reading, 3, 257279.

SchoonenR., HulstijnJ., BossersB.1998Metacognitive and language-specific knowledge in native and foreign language reading comprehension: An empirical study among Dutch students in grades 6, 8 and 10. Language Learning, 48, 71106.

SegalowitzN.1991Does advanced skill in a second language reduce automaticity in the first language. Language Learning, 41, 5983.

SegalowitzS., SegalowitzN., & WoodA.1998Assessing the development of automaticity in second language word recognition. Applied Psycholinguistics, 19, 5367.

TanA., & NicholsonT.1997Flashcards revisited: Training poor readers to read words faster improves their comprehension of texts. Journal of Educational Psychology, 89, 276288.

TangG.1992The effect of graphic representation of knowledge structures on ESL reading comprehension. Studies in Second Language Acquisition, 14, 177195.

TorgesenJ.2002The prevention of reading difficulties. Journal of School Psychology, 40, 726.

TorgesenJ., AlexanderA., WagnerR., RashotteC., VoellerK., ConwayT., et al. 2001Intensive remedial instruction for children with severe reading disabilities. Journal of Learning Disabilities, 34, 3358.

VerhoevenL.2000Components of early second language reading and spelling. Scientific Studies of Reading, 4, 313330.

Wade-WoolleyL.1999First language influences on second language word reading: All roads lead to Rome. Language Learning, 49, 447471.

WagnerD., & VenezkyR.1999Adult literacy: The next generation. Educational Researcher, 28(1), 19.

WalczykJ., KellyK., MecheS., & BraudH.1999Time limitations enhance reading comprehension. Contemporary Educational Psychology, 24, 156165.

WigfieldA., & GuthrieJ.1997Relations of children's motivations for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420432.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Annual Review of Applied Linguistics
  • ISSN: 0267-1905
  • EISSN: 1471-6356
  • URL: /core/journals/annual-review-of-applied-linguistics
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×