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Table of Contents | |
Learning to read in another language 1 | |
Learning to read in the first language | |
Learning to read in another language Principles for teaching reading | |
Learning to recognise and spell words | |
Prerequisites for formal reading instruction | |
Phonics and the alphabetic principle | |
The role of phonics in a reading programme Spelling: productive phonics | |
Learning to spell Designing a focused spelling programme | |
Intensive reading Focuses in intensive reading | |
Features of a good reading exercise Are comprehension questions good reading exercises? | |
Comprehension of the text | |
The focus of comprehension questions Grammar features in the text | |
Cohesive devices Strategy development Standardized reading procedures Handling the exercises | |
The role of teaching exercises | |
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 | |
Simplified and unsimplified texts | |
The extensive reading programme | |
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 | |
Assessing reading Motivating Measuring achievement | |
Diagnosing problems Measuring reading proficiency | |
Issues in making and using comprehension tests | |
Guiding writing Principles for teaching writing | |
Designing tasks Experience tasks Bringing tasks within the learners' experience | |
Making sure learners have the experience to do a task | |
Shared tasks Guided tasks | |
Independent tasks Using the four kinds of tasks | |
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 Ideas to text Editing Reviewing | |
Diagnosing control of the parts of the writing process | |
Diagnosing from the written product | |
Topic types The topic type hypothesis | |
Topic types and writing Topic types and reading | |
Limitations of the topic type approach | |
Responding to written work Motivating | |
Improving the quality of writing | |
Measuring proficiency in writing | |
Spelling correspondences | |
Conjunction relationships | |
References | |
Table of Contents provided by Publisher. All Rights Reserved. |
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