Teaching Second Language Reading

Abstract

The book is an essential contribution to the already large reservoir of works on reading in the second language context. However, an initial response must surely come from the titling of the book. The word ‘teaching’ in the title may not be appropriate, as this book mainly leads readers (presumably the majority being teachers or trainee teachers) towards an understanding of reading processes (and of course all that is necessary in terms of a proper understanding of that phenomenon). The teaching aspect of it is not heavily represented for if it were, classroom applications would be more evident, and the reader would be provided with samples of reading activities and tasks, and perhaps even types of assessment. The structure of the book in terms of content is cohesive, the author starting with issues in reading and ending with issues in the teaching of reading. The book covers the usual topics covered in most books on reading offered to the second language teacher: theories and models associated with first and second language reading, skills, strategies of readers, schema and background knowledge, genre and contrastive rhetoric, vocabulary and reading associations, and reading–writing relationships.

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