Untangling Reading Strategies and Reading Skills in an ESL Textbook

Autor/inn/en	Zaccaron, Rafael; Dall'Igna, Carlla; Tomitch, Lêda Maria Braga
Titel	Untangling Reading Strategies and Reading Skills in an ESL Textbook
Quelle	16 (2017) 2, S.101-121 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Skills; Reading Strategies; Statistical Analysis; Classification; English (Second Language); Second Language Learning; Second Language Instruction; Reading Comprehension; Textbooks; Teaching Methods; Inferences; Prior Learning; Reading Instruction + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Statistische Analyse; Classification system; Klassifikation; Klassifikationssystem; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Inference; Inferenz; Vorkenntnisse; Leseunterricht
Abstract	Successful reading comprehension in L2 involves both lower and higher level processes, being dependent on both strategies and skills. These two components are often treated interchangeably or inconsistently in the literature and such inconsistency may affect the teaching of reading. In light of the above, this paper aims at analysing how strategies and skills are developed in a series of ESL textbooks. In order to do so, a framework was developed to classify the activities as sustaining reading strategies or reading skills. A quantitative analysis was also carried out in order to better understand the frequency each construct occurred in the textbooks. The results showed that strategies and skills are used interchangeably in the series. Furthermore, strategies outnumbered skills, no linearity was found between them, that is, there seemed to be no longitudinal process of working with strategies in a way to enable them to become skills in order to foster independent readers. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01