Includes bibliographical references and index.

"Teaching and Developing Reading Skills is for anyone who wants to provide their learners with rich and rewarding reading experiences, both in print and digital formats. Supported by insights from recent research, this accessible book promotes the teaching of reading in a theoretically sound way, moving beyond a comprehension-testing approach to reading.

The practical part of the book provides a collection of accessible, generic activities so that you can support and develop learners' reading skills and strategies. Its scope is wide-ranging, from promoting reading and developing fluency, to exploiting literary texts, exploiting digital sources, using learner-generated texts, developing critical reading skills and assessing reading. Activities are underpinned by theory, promoting a coherent view of reading and how learners can become better readers.
Activities are generalisable and suitable for a wide variety of ages and teaching contexts, including ESP and EAP.
The material contains a bank of texts, used to exemplify activities where necessary.
Further activities support you to develop excellence in the teaching of reading through guided reflection and action research." (Book Cover)

CONTENTS

Thanks

Acknowledgements

Introduction

1. Preparing learners for reading
1.1 Visualization -- 1.2 Previewing a text by its vocabulary -- 1.3 Previewing a text through role play -- 1.4 A quick glimpse -- 1.5 Simplified to authentic -- 1.6 L1 to L2 reading -- 1.7 Predicting from pictures -- 1.8 Analyzing pictures -- 1.9 Predicting from text type -- 1.10 Predicting from the reactions of others -- 1.11 What I want to find out -- 1.12 What we believe

2. Moving beyond factual questions
2.1 Using symbols -- 2.2 Following instructions -- 2.3 Draw it -- 2.4 Retelling a text -- 2.5 Finding the right phrase -- 2.6 Preparing a multimedia text -- 2.7 Shallow to deep -- 2.8 Editing a text -- 2.9 Writing a summary in bullet points -- 2.10 Writing a summary in 21 words -- 2.11 Read a handful -- 2.12 Making notes -- 2.13 This text is... because... -- 2.14 Perhaps... maybe -- 2.15 Role play -- 2.16 Reading as preparation for speaking or writing

3. Teaching reading strategies 3.1 I sometimes ... -- 3.2 Look into my mind -- 3.3 Annotating a text -- 3.4 Traffic lights -- 3.5 Group reading -- 3.6 Questioning the text and author -- 3.7 Breaking it into bits -- 3.8 Made-up words -- 3.9 The next word -- 3.10 Three words -- 3.11 What I know ... -- 3.12 Add the box

4. Helping learners develop reading fluency 4.1 Snap -- 4.2 Pelmanism -- 4.3 Reading Bingo -- 4.4 Find the pairs -- 4.5 Rogue words -- 4.6 PowerPoint pandemonium -- 4.7 Quick flash -- 4.8 Odd one out race -- 4.9 Find the changes -- 4.10 Read that again -- 4.11 Upgrade -- 4.12 All together -- 4.13 Follow me -- 4.14 The looking back quiz -- 4.15 The magazine quiz -- 4.16 What I remember -- 4.17 Who said that?

5. Exploiting literary texts 5.1 Questions, questions, questions -- 5.2 Literature circles -- 5.3 Ask the author -- 5.4 Using a script -- 5.5 Listening to the text -- 5.6 Read and talk, read and talk -- 5.7 Using graphic novels -- 5.8 The best opening line, ever -- 5.9 This doesn't belong here -- 5.10 Sentence detective -- 5.11 Watch and read -- 5.12 Preparing a trailer -- 5.13 Summary charts -- 5.14 Graphic organizer summary -- 5.15 Which character would you most like to ... -- 5.16 The story the author didn't write -- 5.17 The sequel

6. Exploiting digital resources 6.1 A quick experiment -- 6.2 Same or different? -- 6.3 How are they different? -- 6.4 Design it! -- 6.5 Comment on the comments -- 6.6 Predicting from others' reactions -- 6.7 Background check -- 6.8 Edit it -- 6.9 Rate the links -- 6.10 Search results -- 6.11 Find it -- 6.12 Learner research -- 6.13 Predicting the conversation -- 6.14 Following the conversation -- 6.15 Phone detective

7. Exploiting texts as objects of study 7.1 Vocabulary swap -- 7.2 Translating phrases -- 7.3 Rebuilding a text from fragments -- 7.4 Narrow reading and vocabulary -- 7.5 One sentence to many sentences -- 7.6 Grammar race -- 7.7 Chasing the meaning -- 7.8 Arrows -- 7.9 Focus on linkers -- 7.10 Study the genre -- 7.11 Making changes -- 7.12 Mixed lines -- 7.13 Who, what and how -- 7.14 Using graphic organizers

8. Developing critical reading skills 8.1 Investigate -- 8.2 Investigate (EAP) -- 8.3 Cross examination -- 8.4 Facts / opinions / reactions -- 8.5 Replacing words -- 8.6 Two views -- 8.7 The tourist trap -- 8.8 What's changed? -- 8.9 Analyze that!

9. Using learner-generated texts 9.1 Beginner reading -- 9.2 Who is who? -- 9.3 Read and comment -- 9.4 Questions to story -- 9.5 Paper text messages -- 9.6 Using voice recognition software -- 9.7 Read my text -- 9.8 Whose is it? -- 9.9 Next year's class -- 9.10 Photo captions

10. Encouraging extensive reading 10.1 The benefits of reading -- 10.2 Taking reading to the learners -- 10.3 The first page -- 10.4 The readability test -- 10.5 Let's fly to Mars -- 10.6 Reading log -- 10.7 But would it be a good film? -- 10.8 Casting the film version -- 10.9 Writing the script -- 10.10 Don't judge a book by its cover -- 10.11 Retell it -- 10.12 The shortlist -- 10.13 Pictures of my reading

11. Assessing reading 11.1 Ten texts -- 11.2 Reading to write -- 11.3 Free recall -- 11.4 Portfolios -- 11.5 That text was ... -- 11.6 Reading ladder -- 11.7 Learners as testers -- 11.8 Product and process assessment -- 11.9 One-to-one reading assessment

12. Developing expertise in the teaching of reading 12.1 Group interviews -- 12.2 Action research - reading activities -- 12.3 Analyzing pre-reading tasks, 12.4 Materials evaluation -- 12.5 Peer observations -- 12.6 Team teaching -- 12.7 Reading group -- 12.8 Giving a workshop on reading

Text bank
An unusual meeting -- It's time to accept that elephants, like us, are emphatic beings -- A true story -- M is for mindset -- An email of complaint -- SueZe Lashes -- Football conversation

Index