Reading in a Second Language: Moving from Theory to Practice

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2008-12-15
  • Publisher: Cambridge University Press
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Supplemental Materials

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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.


This volume, through a detailed treatment of the cognitive processes that support reading, explains how reading really works. It offers a thorough overview of important and current research, including first language research, which is not often found in second language acquisition (SLA) publications. This book is a true example of applied linguistics; it makes well-defined linkages between theory and practice, discussing the implications and applications of second language reading theories on instructional practices. It is a valuable resource and reference for action researchers, curriculum designers, teachers, administrators, and those interested in exploring theoretical issues grounded in instructional contexts.

Table of Contents

Research Foundations
The Nature of Reading: Defining Reading
How Reading Works: The basic building blocks
How Reading Works: The Comprehension Process
Models, and More Models of Reading: Explaining Reading Research Issues and the L2 Reader
Individual Student Variation
The Social Contexts of Reading
Motivation in Reading
Reading in Different Languages and L1 / L2 differences
Issues in Reading in a Second Language Component Abilities and Resources for L2 Reading
Reading and Vocabulary Development
Reading and Grammar
Discourse Structure Awareness
Reading Strategies
Becoming a Strategic Reader
Fluency and Reading Rate
Extensive Reading Institutional and Instructional Factors Influencing Reading Development
Reader-Writer Relations
Reading and Content-Based Instruction
Assessing Reading 20 From Theory to Practice: Designing a Curriculum
Table of Contents provided by Publisher. All Rights Reserved.

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