NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ918171
Record Type: Journal
Publication Date: 2011-Apr
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0951-0893
Today's Teaching, Tomorrow's Text: Exploring the Teaching of Reading
Macalister, John
ELT Journal, v65 n2 p161-169 Apr 2011
Most learners experience the teaching of reading in the classroom in the form of intensive reading activities, where learners are provided with support, typically by the teacher, to make sense of texts that are too difficult for the learners to read successfully by themselves. After reading, learners are usually expected to answer a series of comprehension questions. The problem with this approach, critics say, is that it does not in fact teach learners how to read. While comprehension questions can be used effectively in the teaching of reading, their effectiveness depends on the teacher having a clear understanding of the goal of the reading lesson and the conditions that need to be met if learning is to take place. This article discusses and exemplifies these concerns and proposes a framework that can assist teachers plan lessons that help learners to read better.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A