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| Table of Contents | |
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| Learning to read in another language 1 | |
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| Learning to read in the first language | |
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| Learning to read in another language Principles for teaching reading | |
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| Learning to recognise and spell words | |
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| Prerequisites for formal reading instruction | |
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| Phonics and the alphabetic principle | |
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| The role of phonics in a reading programme Spelling: productive phonics | |
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| Learning to spell Designing a focused spelling programme | |
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| Intensive reading Focuses in intensive reading | |
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| Features of a good reading exercise Are comprehension questions good reading exercises? | |
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| Comprehension of the text | |
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| The focus of comprehension questions Grammar features in the text | |
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| Cohesive devices Strategy development Standardized reading procedures Handling the exercises | |
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| The role of teaching exercises | |
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| Extensive reading Understand the goals and limitations of extensive reading | |
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| Find your learners= present vocabulary level | |
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| Provide plenty of interesting and appropriate reading texts Set, encourage and monitor large quantities of extensive reading | |
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| Support and supplement extensive reading with language focused learning and fluency development | |
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| Help learners move systematically through the graded reader levels | |
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| Simplified and unsimplified texts | |
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| The extensive reading programme | |
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| Reading faster | |
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| The nature and limits of reading speed | |
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| The nature of fluency development | |
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| The nature of fluency development activities | |
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| Increasing oral reading speed | |
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| Increasing careful silent reading speed | |
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| Increasing silent expeditious reading speed | |
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| Frequently asked questions about reading speed | |
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| Assessing reading Motivating Measuring achievement | |
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| Diagnosing problems Measuring reading proficiency | |
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| Issues in making and using comprehension tests | |
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| Guiding writing Principles for teaching writing | |
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| Designing tasks Experience tasks Bringing tasks within the learners' experience | |
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| Making sure learners have the experience to do a task | |
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| Shared tasks Guided tasks | |
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| Independent tasks Using the four kinds of tasks | |
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| The writing process | |
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| The parts of a writing programme Meaning-focused writing | |
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| The parts of the writing process | |
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| Considering the goals of the writer and model of the reader | |
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| Gathering ideas Ideas to text Editing Reviewing | |
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| Diagnosing control of the parts of the writing process | |
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| Diagnosing from the written product | |
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| Topic types The topic type hypothesis | |
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| Topic types and writing Topic types and reading | |
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| Limitations of the topic type approach | |
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| Responding to written work Motivating | |
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| Improving the quality of writing | |
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| Measuring proficiency in writing | |
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| Spelling correspondences | |
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| Conjunction relationships | |
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| References | |