Describes an activity called warming-up for reading (WFR), which had been used in teaching reading to students at Simon Bolivar University in Venezuela. Special attention is focused on the role of the teacher and the students, and on how using WFR tackles skills, strategies, and other relevant aspects that are central to reading. (Author/VWL)

Discusses how reading strategies can be successfully taught in second or foreign-language reading instruction, examining research that has been done on reading-strategy training and confronting the issue of how to make reading-strategy instruction appropriately text and context sensitive. Research that emphasizes the five metacognitive elements…

Examines the differences in the reported use of reading strategies of native and non-native English speakers when reading academic materials. Participants were native English speaking and English-as-a-Second-Language college students who completed a survey of reading strategies aimed at discerning the strategies readers report using when coping…

The use of a complex battery of reading strategies has been found to be obligatory for those English as a Second Language (ESL) students desirous of a high level of English language literacy and success in US academic institutions. Even though we know of the importance of reading strategies, little research exists on whether or not ESL males and…

Extensive research on reading in a first language has shown the critical role fluency plays in successful reading. Fluency alone, however, does not guarantee successful reading. Cognitive and metacognitive reading strategies and schemata that readers utilize also play important roles in constructing meaning from text. Most research, however,…

In the past, students with learning disabilities who wished to attend university were unable to meet the entry requirements. With the progress of research in diagnosis, accommodation, and remediation of reading disabilities, many of these students are now able to attend and complete their academic and professional education. Yet in many cases the…

Research in second language acquisition and reading in particular indicate that certain literacy skills transfer across languages. This study examines the reading strategies used by advanced Korean and Chinese ESL learners. Particular attention is devoted to how word recognition and processing skills developed in learners' native languages (L1)…

This paper examines the reading experiences, strategies, and curriculum preferences of university-level heritage language students. One hundred and twenty eight students enrolled in four different heritage language programs at UCLA--Korean, Russian, Thai, and Vietnamese--completed a survey about their exposure to print, early and current reading…

Explores several areas related to the development of reading skills in the Business Foreign Language course, including pre-reading activities, schema theory, the importance of background knowledge, and post-reading activities, and presents examples of how such activities as reading periodicals in the second language can enhance learning.…

Tests the hypothesis that second language (L2) students' approach to text reflects a top-down processing strategy in contrast to first language (L1) students' approach that is more text-driven. Results confirmed L2 subjects studied the texts less efficiently than L1 subjects. (HOD)

Discusses the hypothesis that pupils who read and understand a first language text (in this case, Romanian) fairly well, will be able to improve their reading and understanding of a second language (German) text after having learned and exercised certain reading strategies in both languages. (SED)

Contends that second-language reading comprehension should be investigated using adult bilingual readers reading authentic materials in their first and second languages and should focus on the process rather than the product. Examines reading strategies of eight Chinese graduate students at a Canadian university. Suggests that students used the…

Reports results of research investigating the reading strategies of four nonnative speakers of English who were considered underprepared for academic study at a U.S. university. Through analysis of think-aloud protocols, questionnaire data, and indicators of comprehension, identifies strategies learners use in their native language (Spanish) and…

Compared the way in which learners of French as a Second Language (L2) and English as a First Language (L1) established the coherence of a specific text. Results indicated that when L2 learners approached a text, criteria of familiarity, expectation of meaning, and the teaching context were important. (12 references) (MDM)

Reviews current developments in second-language reading research and its implications for the classroom, particularly the English-as-a-Second-Language classroom. It is argued that the last 10 years have yielded insights that challenge previous views of first- and second-language reading and imply future avenues of research. (67 references) (VWL)