| 000 -LEADER |
|---|
| fixed length control field |
04290cam a2200565 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20230608011742.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
930326s1992 enka b 000 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0194371301 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780194371308 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)29358265 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
OOU |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 099 ## - LOCAL FREE-TEXT CALL NUMBER (OCLC) |
|---|
| Classification number |
LB 1050 .W35 1992 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Wallace, Catherine |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Reading / |
| Statement of responsibility, etc. |
Catherine Wallace; Christopher N. Candlin and Henry G. Widdowson (Series Editors). |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Oxford : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
1992. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xi, 161 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Language Teaching, a Scheme for Teacher Education |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes glossary, bibliographical references (p. [151]-155) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Reading opens with a wide-ranging discussion of what it means to be a reader in the modern world. The ideas introduced here are illustrated in the second section, which contains innovative ideas on how to approach text study in the language classroom and presents a variety of text-related exercises and activities. The book concludes by inviting teachers to explore the attitudes of their own learners as readers, and to design reading activities for them." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The author and series editors |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Section One: Explanation - The nature of reading |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1 Reading and readers<br/> |
| Title |
1.1 What reading means<br/> |
| -- |
1.2 What being a reader means<br/> |
| -- |
1.3 Reading purpose |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2 Written language: text and discourse<br/> |
| Title |
2.1 Reading and text<br/> |
| -- |
2.2 Reading and discourse |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3 Reading and social role<br/> |
| Title |
3.1 Reading communities<br/> |
| -- |
3.2 Literacy events<br/> |
| -- |
3.3 Literacy or literacies? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4 Reading and social context<br/> |
| Title |
4.1 The immediate context of situation<br/> |
| -- |
4.2 The institutional context<br/> |
| -- |
4.3 The wider social context |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Reading and social meaning<br/> |
| Title |
5.1 Genre<br/> |
| -- |
5.2 Schemas |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6 The reading process<br/> |
| Title |
6.1 Reading as a psycholinguistic process<br/> |
| -- |
6.2 Reading as a unitary and selective process<br/> |
| -- |
6.3 Sociolinguistic factors in the reading process<br/> |
| -- |
6.4 The interaction between reader and writer<br/> |
| -- |
6.5 Submissive and resistant readers |
| -- |
6.6 Intertextuality<br/> |
| -- |
6.7 Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Section Two: Demonstration - Teaching approaches and materials<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7 Early reading: teaching and learning<br/> |
| Title |
7.1 Getting started<br/> |
| -- |
7.2 Different views of the learning to read process<br/> |
| -- |
7.3 A skills approach to learning to read<br/> |
| -- |
7.4 Reading strategies<br/> |
| -- |
7.5 What do skills and strategies approaches look like?<br/> |
| -- |
7.6 Links with later reading strategies |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8 The learning context: roles and purposes of second language learners<br/> |
| Title |
8.1 The social roles and context of learning of the second language learner<br/> |
| -- |
8.2 Reading for specific purposes<br/> |
| -- |
8.3 Reading for general purposes<br/> |
| -- |
8.4 Reading for pleasure in the second language |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9 The role of the text in the second language classroom<br/> |
| Title |
9.1 Criteria for selecting material<br/> |
| -- |
9.2 Simple versus authentic texts<br/> |
| -- |
9.3 Assessing text difficulty<br/> |
| -- |
9.4 Simple and simplified texts<br/> |
| -- |
9.5 The notion of authenticity |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10 Classroom reading procedures<br/> |
| Title |
10.1 Access to the context of situation<br/> |
| -- |
10.2 Access to content |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11 Texts and classroom procedures for critical reading<br/> |
| Title |
11.1 Critical approaches to text selection<br/> |
| -- |
11.2 Heightening learners' awareness of their strategies and roles as readers<br/> |
| -- |
11.3 A critical reading procedure<br/> |
| -- |
11.4 Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Section Three: Exploring reading<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
12 Investigating reading in your own classroom<br/> |
| Title |
12.1 Focus on the reader<br/> |
| -- |
12.2 Focus on the text<br/> |
| -- |
12.3 Focus on classroom reading procedures |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Glossary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Bibliography |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Literacy. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading (Adult education). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://archive.org/details/reading00wall">https://archive.org/details/reading00wall</a> |
| Public note |
Internet Archive. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991039349189705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991039349189705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
