I examine the ways in which reading in the classroom is a social practice and how that social practice can produce nuanced student texts that reflect a rich understanding of what has been read. In doing so, I also consider how the reading environment allows us to manipulate and embody texts in ways that allow for a more detailed understanding than…

Cobb (2007) argues that free reading cannot provide L2 readers with sufficient opportunities for acquiring vocabulary in order to reach an adequate level of reading comprehension of English texts. In this paper, the authors argue that (1) Cobb severely underestimates the amount of reading even a very modest reading habit would afford L2 readers,…

For most people, it is easy to learn to read faster. A reading rate is often just a matter of habit. To change some habits, try these tips: (1) pay attention when reading and read as if it really matters; (2) do not talk either silently or aloud while reading; (3) read in thought groups or phrases of 3-4 words, especially in complete clauses and…

Relates an anecdote illustrating the variety of ways people can approach reading and suggests that young readers are frequently much more aware of the reading experience than parents suspect. Offers suggestions for parents to encourage their children's literary response. (HTH)

Addressing the question of how schools and teachers can foster an advanced level of reading awareness among secondary students, this paper focuses on the similarity in language used to describe recent research on both the composing process and comprehension as acts of constructing meaning. It presents a perspective on the reading/writing…

A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)

Reviews the problems posed by atheoretical approaches to research and the benefits of employing theory in conducting research in active response modes. (HOD)

Emphasizes that reading is a whole person process based on understanding the message rather than on isolated skills. (MKM)

A compilation of lectures and presentations from Nordic and international conferences, symposia, and seminars, as well as informal contributions to debates, this booklet was published originally as a 1987 greeting by the Danish National Association of Reading Teachers. Topics covered in an often humorous presentation include reading, reading…

Focuses on reading in the school domain and concludes that achievement in reading results from a combination of maturation, exposure, and instruction. Assesses the limits an successes of the instruction of reading in the U.S. and makes cross-national comparisons. (RDN)

Describes an extensive reading program conducted in three rural secondary or middle schools in Malaysia aimed at motivating the students to read extensively in English and helping them overcome their problems in understanding English texts as a means towards increasing their proficiency in the language. (Author/VWL)

Research has consistently shown that vocabulary knowledge, including both word recognition skills and understanding of word meaning, is highly predictive of achievement in other aspects of reading--oral and silent reading and comprehension. The importance of instruction in word recognition and decoding has been recently demonstrated by the rise in…

Lists 27 suggestions for improving reading, including asking for educated guesses at unknown words and reading with children while holding the book so that children can see the words. (DF)

Challenges the widely endorsed practice of activating relevant knowledge prior to reading. Outlines a perspectival (perspective-relative) view of reading and suggests that this view provides a means to make coherent sense of interpretations. Concludes that having specific knowledge is not the main desideratum in interpreting texts--the main…

Evaluates "The Reading Report Card" and application of Reading Proficiency Scale to that report with 1984-85 data on reading ability in adults between ages 21 and 25. Also discusses reading trends in relation to different segments of population and in terms of where decreases and increases in reading ability have occurred between 1974…