NotesFAQContact Us
Search Tips
ERIC Number: ED502487
Record Type: Non-Journal
Publication Date: 2008-Aug-1
Pages: 34
Abstractor: As Provided
Second Language Reading Research: A Critical Review
Hazelrigg, Amy C.
Online Submission
Second language research and classroom practice have tended to sideline reading in favor of an emphasis on the oral language development of the English Language Learner (ELL). First-language (L1) reading research is well developed but has limited usefulness to the teacher or researcher interested in second-language (L2) reading. Developing L2 readers are different in kind from L1 readers, especially in their variability. Reading strategy instruction is rarely discussed in the L2 reading literature and, apparently, rarely taught in the ESL classroom. The most critical gap is the lack of attention in ELS studies and classrooms to metacognitive strategy instruction. ESL students need to learn to practice comprehension monitoring, and researchers need to study ways to teach it.
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A