Highlights the functions of reading aloud and gives reasons for its practice in the foreign-language classroom. Suggests a dual approach for practicing both reading aloud and silent reading. Although specific focus is on English-language teaching in the Arab world, findings are relevant to foreign-language teaching in other countries as well.…

Argues that second-language learners should be encouraged to establish experiential reading as their norm and sufficient comprehension as their goal, thus achieving a multidimensional representation of literature that can facilitate language acquisition and reading comprehension. Demonstrates four approaches that can help ensure that reading…

Analyzed whether variations in amount and type of linguistic simplification would create differences in the comprehension levels of Jordanian college students studying English. Students read different versions of a text and completed an achievement test. Simplification positively affected students' reading comprehension. The type, not amount, of…

This replication study demonstrated that Jordanian college students studying English recognized the meanings of new words and built associations between them after comprehension-focused extensive reading. Controlled book-length reading generated more incidental word learning and a higher pickup rate than shorter tasks. Word frequency did not make…

Investigated Jordanian college students' evaluation of the impact learning and using five reading strategies in their English-language course had on performing academic tasks required in English for subject courses. Students believed formal instruction in these strategies helped them perform academic tasks required in English in their subject…

Compared "read schema activation," in which one group of Japanese women college students of English as a Second Language read a whole text related to the target text; and "written schema activation," in which a second group wrote about the topic of the target text. A control group read the target text twice. There were no significant differences…

Investigates the effects of repeated readings of a passage in a foreign language (English) on the ability of slow beginning readers at a Japanese university to increase their oral and silent reading rates. Results indicate that, for practice passages, silent reading rates increased significantly. This transfer of practice effects to a new passage…

Describes a self-access extensive reading project for students studying through the medium of English using graded readers. The project sought feedback from the students who were tested over three university terms. Results indicate that test scores correlate positively with the amount of reading done and that students rated the project favorably.…

Explores the hypothesis that the background knowledge effect, that is, familiarity with the topic, that enhances reading comprehension in a foreign language occurs only between two thresholds. Findings indicate that a lower threshold may exist, whereas the existence of an upper threshold is an open question. (50 references) (Author/CK)

Describes a study of the ability of English as a second language students to read technical instructions. The students were asked to set a digital alarm clock using the manufacturer's instructions. The results indicate that a science background is a greater facilitator of efficient completion than very good knowledge of English. (SED)

Outlines the characteristics of graded readers and their contribution to foreign language teaching and suggests uses of these readers. Analyzes the grading systems and levels of published titles in terms of their readability. Presents a bibliography of beginning to intermediate level readers and gives advice for starting a library of graded…

Reports the results of three studies that were designed to discover whether the use or non-use of dictionaries had an effect on students' performance on English as a foreign language reading tests. Results indicate that the use of dictionaries had no significant effect on students' test scores. (SED)

Discusses the need for reader orientation to the text and procedures for working through discourse to encourage selection and organization of main ideas. Students can summarize more effectively if they process and reformulate the text first. Sample text and student summmaries are appended. (Author/LMO)

Subtechnical vocabulary includes items that are neither highly technical nor obviously general, and rhetorical/organizational items are in this category. They serve to signal the writer's intentions or his/her evaluation of the material presented. A technique for identifying subtechnical items is explained. Three identified items are analyzed, and…

Describes a method of using newspaper articles in the English-language classroom called Read-Ask-and-Tell. The place of authentic materials in the classroom, including some of the pitfalls, are discussed. The Reading, Asking, and Telling components are outlined, and activities for consolidation and reinforcement of skills are suggested. Appendices…