Teaching English

Topics: Reading, Literacy, Multimedia literacy Pages: 737 (187810 words) Published: April 16, 2013
Teaching Readers of English

“A book of this kind is long overdue. . . . It is a giant contribution to the field. With its emphasis on a socioliterate approach to reading and literacy, it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers, in particular, will benefit immensely.”

Alan Hirvela, The Ohio State University
“A compendium like this that addresses reading issues at a variety of levels and in a variety of ways is most welcome. . . . Congratulations on excellent work, a fabulous partnership, and on moving us all forward in our thinking about reading issues!”

Vaidehi Ramanathan, University of California, Davis

A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts.

John S. Hedgcock is Professor of Applied Linguistics at the Monterey Institute of International Studies.
Dana R. Ferris is Associate Professor in the University Writing Program at the University of California, Davis.

Teaching Readers of English
Students, Texts, and Contexts

John S. Hedgcock
Monterey Institute of International Studies

Dana R. Ferris
University of California, Davis

First published 2009
by Routledge
270 Madison Ave, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2009. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2009 Routledge, Taylor and Francis

All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

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Library of Congress Cataloging in Publication Data
A catalog record has been requested for this book
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library ISBN 0-203-88026-9 Master e-book ISBN

ISBN 10: 0–415–99964–2 (hbk)
ISBN 10: 0–8058–6347–8 (pbk)
ISBN 10: 0–203–88026–9 (ebk)
ISBN 13: 978–0–415–99964–9 (hbk)
ISBN 13: 978–0–8058–6347–5 (pbk)
ISBN 13: 978–0–203–88026–5 (ebk)

Brief Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiv Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xix 1

Fundamentals of L1 and L2 Literacy: Reading and Learning
to Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

2

L2 Reading: Focus on the Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

3

L2 Reading: Focus on the Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

4

Syllabus Design and Instructional Planning for the L2 Reading Course . . . .115

5

Designing an Intensive Reading Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160

6

Reading for Quantity: The Benefits and Challenges of
Extensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205...

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and the roots of the Chinese sinographic system can be traced to the same period
(Coulmas, 1989; Crystal, 1997; Daniels & Bright, 1996; Gaur, 1995)
world in later periods” (Wolf, 2007, p. 47).
We encourage readers to consult Morgan and Ramanathan (2005), a state-of-the-art
review of critical literacy studies
(2001), Kutz (1997), Lewis (2001), Luke (2004), Luke and Elkins (2002), Pennycook
(2001), and Schleppegrell and Colombi (2002).
Notes
For example, Smith (2004) asked: “[W]hy should language written in an alphabetic
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