000			01922nam a22002417a 4500
999			_c2341 _d2341
003			OSt
005			20231209202959.0
008			190418b ||||| |||| 00| 0 eng d
020			_a9781931185998 (pbk)
040			_aJCRC _cJCRC _beng
100			_aDay, Richard R.
245			_aTeaching Reading _c/ Richard R. Day; Thomas S. C. Farrell (Series Editor).
260			_aAlexandria, VI : _bTESOL International Association, _c2013.
300			_avi, 51 p. : _bill. ; _c23 cm.
440			_aEnglish Language Teacher Development
505			_aPreface -- Part I: Foundation -- 1: What is Reading? -- 2: Beliefs About ESOL Reading -- 3: How Do People Learn to Read? -- 4: What Are Reading Strategies? -- Part II: Fluency -- 5: Reading Fluency -- 6: Why Is Reading Fluency Important? -- Part III: Teaching Fluency -- 7: Extensive Reading -- 8: Fluency Strategies -- 9: Fluency Activities -- Part IV: Comprehension -- 10: What Is Comprehension? -- 11: Comprehension Questions -- 12: Comprehension Strategies -- 13: Planning the Reading Lesson -- 14: Conclusion -- Suggested Readings and Sources
520			_a"Teaching Reading uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating reading in themselves and provide language teachers with very practical uses for their own contexts. Teaching Reading is a valuable addition to the literature in our profession." (Book Cover)
650			_aEnglish language _vStudy and teaching _xForeign speakers _xHandbook, manuals, etc.
650			_aReading.
700			_aFarrell, Thomas S. C.
856			_uhttp://sites.tesol.org/bookstore/ItemDetail?iProductCode=998&Category=ELTD _zPublisher's Website.
942			_2z _cBK