Second-language Reading

Complexities of L2 Reading Instruction

What is a theoretical orientation to reading instruction?

A teacher’s theoretical orientation to reading instruction:

Three Orientations to Reading Instruction (DeFord 1985)

The Phonics Approach

The Skills Approach

Whole Language Approach

Biliteracy Instructional Approaches

Approaches to Bilingual & L2 Reading

Competencies of the L2 Literacy Teacher

What Teachers Need to Know About Reading & L2 Proficiency

What Teachers Need to Know About L2 Reading Strategies

Choosing Appropriate Reading Materials for ELLs

The Three Cueing Systems:
Grapho-phonemic

L2 Phonics Instruction

The Three Cueing Systems:
Semantic/Syntactic

The Three Cueing Systems:
Discourse/Deep Structure

A Balanced & Effective Approach to L2 Literacy Instruction

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Sources:

DeFord, D.E. (1985). Validating the construct of theoretical orientation in reading instruction. Reading Research Quarterly, 20 (3), 336-67.

Goodman, K.S. (1967). Reading: A psycholinguistic guessing game. In D.E. Gunderson (Ed.), Language and Reading. Washington, D.C.: Center for Applied Linguistics.

Goodman, K.S., Goodman, Y., & Flores, B. (1979). Reading in the bilingual classroom: Literacy and Biliteracy. Washington, D.C.: Interamerican Research Associates. Available on-line.

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Reading in a Second Language

7/25/98

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