English L2 Reading

Getting to the Bottom

Nonfiction, Reference & Language, Language Arts, Literacy, Study Aids, ESL, Foreign Languages
Cover of the book English L2 Reading by Barbara M. Birch, Taylor and Francis
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Author: Barbara M. Birch ISBN: 9781134614202
Publisher: Taylor and Francis Publication: September 4, 2014
Imprint: Routledge Language: English
Author: Barbara M. Birch
ISBN: 9781134614202
Publisher: Taylor and Francis
Publication: September 4, 2014
Imprint: Routledge
Language: English

English L2 Reading, Third Edition offers teachers research-based insights into bottom-up skills in reading English as a second language and a solid foundation on which to build reading instruction. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading.

The text’s pedagogical features— Questions, Study Guide Questions. Discussion Questions, Spotlight on Teaching sections— engage readers of the text in moving easily from linguistic details and psycholinguistic data and theory to practical explanations and suggestions for teaching. Two Appendices provide tables that list the graphemes or the phonemes of English.

Changes in the Third Edition

  • Shift in focus from criticism of whole language methodologies to a more neutral stance —times have changed and the study of lower-level reading strategies is now mainstream

    Greater focus on linguistic form, along with function and meaning

    Updated information about reading strategies at each level of the reading process

    More Spotlight on Teaching sections, one for each chapter

    New chapter on spelling development

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

English L2 Reading, Third Edition offers teachers research-based insights into bottom-up skills in reading English as a second language and a solid foundation on which to build reading instruction. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading.

The text’s pedagogical features— Questions, Study Guide Questions. Discussion Questions, Spotlight on Teaching sections— engage readers of the text in moving easily from linguistic details and psycholinguistic data and theory to practical explanations and suggestions for teaching. Two Appendices provide tables that list the graphemes or the phonemes of English.

Changes in the Third Edition

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