Teaching English
Teaching Readers of English
“A book of this kind is long overdue. . . . It is a giant contribution to the field.
With its emphasis on a socioliterate approach to reading and literacy, it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers, in particular, will benefit immensely.”
Alan Hirvela, The Ohio State University
“A compendium like this that addresses reading issues at a variety of levels and in a variety of ways is most welcome. . . . Congratulations on excellent work, a fabulous partnership, and on moving us all forward in our thinking about reading issues!”
Vaidehi Ramanathan, University of California, Davis
A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts.
John S. Hedgcock is Professor of Applied Linguistics at the Monterey Institute of
International Studies.
Dana R. Ferris is Associate Professor in the University Writing Program at the
University of California, Davis.
Teaching Readers of English
Students, Texts, and Contexts
John S. Hedgcock
Monterey Institute of International Studies
Dana R. Ferris
University of California, Davis
First published 2009 by Routledge
270 Madison Ave, New York, NY 10016
Simultaneously published in the UK by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2009.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2009 Routledge, Taylor
“A book of this kind is long overdue. . . . It is a giant contribution to the field.
With its emphasis on a socioliterate approach to reading and literacy, it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers, in particular, will benefit immensely.”
Alan Hirvela, The Ohio State University
“A compendium like this that addresses reading issues at a variety of levels and in a variety of ways is most welcome. . . . Congratulations on excellent work, a fabulous partnership, and on moving us all forward in our thinking about reading issues!”
Vaidehi Ramanathan, University of California, Davis
A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts.
John S. Hedgcock is Professor of Applied Linguistics at the Monterey Institute of
International Studies.
Dana R. Ferris is Associate Professor in the University Writing Program at the
University of California, Davis.
Teaching Readers of English
Students, Texts, and Contexts
John S. Hedgcock
Monterey Institute of International Studies
Dana R. Ferris
University of California, Davis
First published 2009 by Routledge
270 Madison Ave, New York, NY 10016
Simultaneously published in the UK by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2009.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2009 Routledge, Taylor
References: Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press. Wesche, M., & Paribakht, T. (1996). Assessing second language vocabulary knowledge: Depth vs West, M. (1931). Robinson Crusoe. London: Longman, Green. (Adapted from the original book by Daniel Defoe.) West, M. (1953). A general service list of English words. London: Longman. White, R. (1988). The ELT curriculum. Oxford, England: Blackwell. Whiteson, V. (Ed.) (1996). New ways of using drama and literature in language teaching. Wholey, M. L., & Henein, N. (2002). Reading matters 4: An interactive approach to reading Widdowson, H. G. (1975). Stylistic and the teaching of literature. London: Longman. Widdowson, H. G. (1992). Practical stylistics. Oxford: Oxford University Press. Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading Willis, A. I. (2007). Reading comprehension research and testing in the US: Undercurrents of race, class, and power in the struggle for meaning Willis, D., & Willis, J. (2007). Doing task-based teaching. Cambridge, England: Cambridge University Press. Withrow, F. B. (2004). Literacy in the digital age: Reading, writing, viewing, and computing. Wixson, K. L. (1979). Miscue analysis: A critical review. Journal of Behavior, 11, 163–175. Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York: HarperCollins. Woodward, T. (2001). Planning lessons and courses: Designing sequences of work for the language classroom Wray, D., & Medwell, J. (2007). Learners’ views of literacy. London: Routledge. Xue, G.-Y., & Nation, I. S. P. (1984). A university word list. Language Learning and Communication, 3, 215–229. Yamashita, J. (2002). Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading Yancey, K. B. (2004). Teaching literature as reflective practice. Urbana, IL: National Council of Teachers of English. Yopp, H. K., & Yopp, R. H. (2005). Literature-based reading activities (4th ed.). Boston: Allyn & Bacon. Yorio, C. A. (1971). Some sources of reading problems for foreign language learners. Yorkey, R. C. (1982). Study skills for students of English (2nd ed.). New York: McGraw-Hill. Young, D. J. (1993). Processing strategies of foreign language readers: Authentic and edited input Young, D. J. (1999). Linguistic simplification of SL reading material: Effective instructional practice? Modern Language Journal, 83, 350–366. Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness Zimmerman, C. B. (2007). Word knowledge: The vocabulary teacher’s handbook. Oxford, England: Oxford University Press. Zwier, L. J., & Bennett, G. R. (2006). Teaching a lexis-based academic writing course: A guide to building academic vocabulary and the roots of the Chinese sinographic system can be traced to the same period (Coulmas, 1989; Crystal, 1997; Daniels & Bright, 1996; Gaur, 1995) world in later periods” (Wolf, 2007, p. 47). We encourage readers to consult Morgan and Ramanathan (2005), a state-of-the-art review of critical literacy studies (2001), Kutz (1997), Lewis (2001), Luke (2004), Luke and Elkins (2002), Pennycook (2001), and Schleppegrell and Colombi (2002). Notes For example, Smith (2004) asked: “[W]hy should language written in an alphabetic