This qualitative study analyzed preservice teachers' literacy memories. Each literate person has a history of becoming literate. As university students who plan to be future teachers think about their own literate histories, they begin to construct their own beliefs about learning to read and the teaching of reading and writing. These beliefs may…

Many course books for learners of English as a second or foreign language now claim to contain a strong lexical component. Other practitioners meanwhile continue to advocate the use of graded readers to augment vocabulary development. This article reports the findings of vocabulary profiling and analysis of both course books and graded readers and…

Discusses the use of electronic glossaries in learning second language vocabulary. Examines important technological and pedagogical factors that should be considered to fully exploit the potential of an electronic glossary. (Author/VWL)

Provides practical suggestions for teachers to integrate cultural pluralism in three reading strategies: (1) reading workshops; (2) writing workshops; (3) language experience approaches that make a valuable contribution to students of all cultural backgrounds. (Author/VWL)

Presents how Gadamer's philosophical hermeneutics can be used to analyze readers' responses to an American literature text. Readers are Brazilian college students reading a text by the American author, Amy Tan. (Author/VWL)

Studied the effects of text familiarity, task type, and language proficiency on university students' language for specific purposes test and task performances. Students majoring in electronics took the the Task Based Reading Test. Analyses indicated that text familiarity, task type, and language proficiency resulted in significant differences in…

Describes dictogloss, an integrated skills technique for language learning in which students work together to create a reconstructed version of a text read to them by their teacher. Dictogloss is situated in relation to eight current overlapping trends in second language teaching and description is provided of how the literature on cooperative…

Describes a study in which an English-as-a-Second-Language reading instructor worked with a group of intermediate students that focused on schema theory-based pre-reading activities. Highlights the students' impressions on the strategies covered during the term. (Author/VWL)

Investigates the self-reported reading habits and levels of ability in reading of ten heritage speakers of Spanish enrolled in Spanish classes at Purdue University. Results warrant more explicit focus on form instruction and activation of background knowledge for heritage speakers. (Author/VWL)

Discusses an English for science and technology course at Simon Bolivar University in Venezuela in which students were allowed to choose reading activities and alternative forms of assessment were implemented. Results of a questionnaire used to evaluate the course are provided. (Author/VWL)

Examined the effect of teaching direct learning strategies and their subcategories on the vocabulary retention of English-as-a-Foreign-Language (EFL) learners. Participants of the study were 60 female EFL learners, aged 15-17. (Author/VWL)

Discusses two pedagogically effective approaches to teaching first language narrative texts that have been gaining popularity in English-as-a-Second/Foreign-Language literature: the story grammar approach and the reader response approach. (Author/VWL)

Describes how classroom intervention, through developing process awareness of reading, helped change students' model of reading with a socially constructed one. Shows the impact the changes in students' reading models had on their literacy experiences in other courses of their degree. (Author/VWL)

Reviews basic procedures and theories supporting the Language Experience Approach as it applies to second language learning and literacy instruction. (Author/VWL)

Describes a case study that used retrospective miscue analysis as a research tool to assist one preservice teacher as she reconstructed her perception of the reading process. Over the course of the study, the preservice teacher examined her assumptions about reading, became acutely aware of and revalued her reading strategies, and came o the…