Reading in a Second Language

What Every Teacher Needs to Know
Jill Kerper Mora, Ed.D.
San Diego State University


7/25/98

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Table of Contents

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. 

Click here for a comprehensive bibliography on second-language reading and biliteracy.

Click here for the position paper of the International Reading Association on reading and phonemic awareness.

Click here for the IRA's position statement on reading in struction in a child's first language.

Click here for a discussion of the whole language philosophy and research base.