Reading

Enhanced descriptions from Syndetics:

This book places reading firmly in its social context, discussing what it means to be a reader in the modern world. It contains many innovative ideas on how to approach reading in the language classroom, and presents a variety of text-related exercises and activities. The final section invites teachers to explore the attitudes of their own learners as readers, and to design reading activities for them.

Table of contents provided by Syndetics

• The author and series editors
• Introduction
• Section 1 Explanation - The nature of reading
• 1 Reading and readers
• 1.1 What reading means
• 1.2 What being a reader means
• 1.3 Reading purpose
• 2 Written language: text and discourse
• 2.1 Reading and text
• 2.2 Reading and discourse
• 3 Reading and social role
• 3.1
• 3.2
• 3.3
• 4 Reading and social context
• 4.1 The immediate context of situation
• 4.2 The institutional context
• 4.3 The wider social context
• 5 Reading and social meaning
• 5.1 Genre
• 5.2 Schemas
• 6 The reading process
• 6.1 Reading as a psycholinguistic process
• 6.2 Reading as a unitary and selective process
• 6.3 Sociolinguistic factors in the reading process
• 6.4 The interaction between reader and writer
• 6.5 Submissive and resistant readers
• 6.6 Intertextuality
• 6.7 Conclusion
• Section 2 Demonstration - Teaching approaches and materials
• 7 Early reading: teaching and learning
• 7.1 Getting started
• 7.2 Different views of the learning to read process
• 7.3 A skills approach to learning to read
• 7.4 Reading strategies
• 7.5 What do skills and strategies approaches look like?
• 7.6 Links with later reading strategies
• 8 The learning context: roles and purposes of second languagelearners
• 8.1 The social roles and context of learning of the second languagelearner
• 8.2 Reading for specific purposes
• 8.3 Reading for general purposes
• 8.4 Reading for pleasure in the second language
• 9 The role of the text in the second language classroom
• 9.1 Criteria for selecting material
• 9.2 Simple versus authentic texts
• 9.3 Assessing text difficulty
• 9.4 Simple and simplified texts
• 9.5 The notion of authenticity
• 10 Classroom reading procedures
• 10.1 Access to the context of situation
• 10.2 Access to content
• 11 Texts and classro! om procedures for critical reading
• 11.1 Critical approaches to text selection
• 11.2 Heightening learners' awareness of their strategies and rolesas readers
• 11.3 A critical reading procedure
• 11.4 Conclusion
• Section 3 Exploring reading
• 12 Investigating reading in your own classroom
• 12.1 Focus on the reader
• 12.2 Focus on the text
• 12.3 Focus on classroom reading procedures
• Glossary
• Further reading
• Bibliography
• Index