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| Acknowledgments | |
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| Introduction | |
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| Issues in reading | |
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| Introduction | |
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| Second language reading | |
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| Examining some of the processes | |
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| Synthesis of reading requirements | |
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| Some concerns about reading that motivate this text | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Theories and models of first language reading processes | |
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| Introduction | |
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| A brief overview of research on reading processes | |
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| Bottom-up approaches | |
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| Top-down approaches | |
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| Interactive approaches | |
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| New literacy approaches | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Second and foreign language reading issues | |
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| Introduction | |
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| Views of second language reading | |
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| Research into first language and second language relationships | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Reading skills | |
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| Introduction | |
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| Reading skills in the first language | |
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| Separability of skills | |
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| Hierarchy of skills | |
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| On skills and their hierarchical nature in the second language literature | |
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| Lower-level processing in second language | |
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| Higher-level skills in second language | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Strategies and metacognitive skills | |
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| Introduction | |
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| Strategies and metacognition in first language research | |
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| Basic reading comprehension strategies | |
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| Metacognition and automaticity in application of reading strategies | |
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| Metacognition and reading | |
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| Strategies and metacognition in second language reading | |
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| Second language strategy and metacognitive training | |
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| Implications for instruction | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Content schema and background knowledge | |
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| Introduction | |
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| Introduction to content and cultural schema | |
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| Prior knowledge and first language reading | |
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| Content schema across cultures and languages | |
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| Cultural background | |
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| Cultural background and text complexity | |
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| Cultural background and text genre characteristics | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Formal schema and second language reading | |
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| Introduction | |
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| Orthographic and phonemic knowledge | |
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| Syntax and language structure | |
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| Cohesion | |
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| Text structure | |
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| Narrative | |
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| Expository text | |
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| Text structure and second language reading | |
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| Narrative text structure | |
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| Expository text structure | |
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| Instruction in text structure | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Genre and contrastive rhetoric | |
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| Introduction | |
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| Genre | |
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| Contrastive rhetoric | |
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| Instructional approaches in genre and contrastive rhetoric | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Vocabulary in second language reading | |
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| Introduction | |
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| What does it mean to know a word? | |
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| Breadth of word knowledge | |
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| Depth of word knowledge | |
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| Relationships of breadth and depth | |
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| Reading and first language vocabulary learning | |
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| Reading and second language vocabulary learning | |
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| Second language vocabulary and pedagogy | |
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| Dictionary use | |
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| Marginal glosses | |
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| Meaning-in-context vocabulary learning strategies | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Reading and writing relationships | |
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| Introduction | |
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| Views of reading and writing relationships | |
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| The first language literacy skills of reading and writing | |
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| Read-to-write | |
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| Write-to-read | |
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| Reading and writing and knowing | |
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| Second language reading and writing connections | |
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| Instructional bases of reading and writing | |
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| Summary and conclusions | |
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| Discussion and study questions | |
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| Wrap-up of second language reading: teaching issues | |
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| Issues covered | |
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| Complexity of the issue | |
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| First and second language theories of reading | |
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| Reading skills | |
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| Strategies and metacognitive skills | |
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| Content schema and background knowledge in second language comprehension | |
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| Formal schemata in second language reading | |
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| Genre and contrastive rhetoric | |
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| Vocabulary in second language reading | |
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| Reading and writing relationships | |
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| Summary | |