ARTICLES

Making a Commitment to Strategic-Reader Training

展开
  • Northern Arizona University, USACalifornia State University, Sacramento, USA

网络出版日期: 2020-07-25

摘要

Skilled readers by definition are strategic; they are able to use a repertoire of reading strategies, flexibly and in meaningful combinations, to achieve their reading comprehension goals. Thus, one of the aims of foreign and second language (L2) reading curricula should be to move students toward becoming more strategic readers. This curricular orientation can be best achieved when a strong commitment is made to strategic-reader training as a regular and consistent component of instruction across the curriculum. To explore this stance, we examine the reading strategies used by skilled readers, contrast teaching strategies with training strategic readers (i.e., strategic-reader training), and examine five strategic-reader training approaches from first language contexts that can be adapted by L2 professionals to enhance the reading instruction offered in their L2 classes. The five approaches targeted for exploration include Directed Reading-Thinking Activity, Reciprocal Teaching, Transactional Strategies Instruction, Questioning the Author, and Concept-Oriented Reading Instruction. Though distinct from one another, they all acknowledge the importance of explicit explanations about strategies (or reminders about the use of select strategies), teacher modeling, scaffolded tasks, active student engagement, student practice, classroom discussions of strategy use, and the gradual release of responsibility to students who eventually decide for themselves (and/or with peers) when, where, and why to use which strategies to achieve their comprehension goals. We conclude with a discussion of the challenges, and suggestions for overcoming them, that L2 teachers and students often face in making a commitment to strategic-reader training.

本文引用格式

FREDRICKA L. STOLLER, REIKO KOMIYAMA . Making a Commitment to Strategic-Reader Training[J]. 当代外语研究, 2013 , 13(12) : 46 -62 . DOI: 10.3969/j.issn.1674-8921.2013.12.005

参考文献

Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. IRAL, 41. 319-338.
Almasi, J. F. & Fullerton, S. K. (2012). Teaching strategic processes in reading (2nd ed.). New York: Guilford Press.
Anderson, N. J. (2005). L2 strategy research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-772). Mahwah: Lawrence Erlbaum.
Anderson, N. J. (2008). Practical English language teaching: Reading. New York: McGraw Hill.
Anderson, N. J. (2009). ACTIVE reading: The research base for a pedagogical approach in the reading classroom. In Z.H. Han & N. J. Anderson (Eds.), Second language reading research and instruction: Crossing the boundaries (pp. 117-143). Ann Arbor: University of Michigan Press.
Anderson, N. J. (2014). Developing engaged second language readers. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 170-188). Boston: Cengage Learning.
Baker, L. (2002). Metacognition in comprehension instruction. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77-95). New York: Guilford Press.
Beck, I. L. & McKeown, M. G. (2001). Inviting students into the pursuit of meaning. Educational Psychology Review, 13, 225-241.
Beck, I. L. & McKeown, M. G. (2006). Improving comprehension with Questioning the Author: A fresh and expanded view of a powerful approach. New York: Scholastic.
Block, C. C. & Pressley, M. (2007). Best practices in teaching comprehension. In L. B. Gambrell, L. Mandel Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (3rd ed., pp. 220-242). New York: Guilford Press.
Brown, R. (2008). The road not yet taken: A transactional strategies approach to comprehension instruction. The Reading Teacher, 61, 538-547.
Davidson, J. L. & Wilkerson, B. C. (1988). Directed reading-thinking activities. Monroe: Trillium Press.
Dixon, C. N. & Nessel, D. D. (1992). Meaning making: Directed reading and thinking activities for second language students. Englewood Cliffs: Alemany Press.
Duke, N. K. & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). Newark: International Reading Association.
Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed., pp. 51-93). Newark: International Reading Association.
El-Dinary, P. (2002). Challenges of implementing transactional strategies instruction for reading comprehension. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 201-215). New York: Guilford Press.
Freeman, Y. S. & Freeman, D. E. (2009). Academic language for English language learners and struggling readers. Portsmouth: Heinemann.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
Grabe, W. (2010). Fluency in reading—thirty-five years on. Reading in a Foreign Language, 22, 71-83.
Grabe, W. & Stoller, F. L. (2011). Teaching and researching reading (2nd ed.). New York: Pearson Longman.
Grabe, W. & Stoller, F. L. (2014). Teaching reading for academic purposes. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 189-205). Boston: Cengage Learning.
Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48, 9-26.
Guthrie, J. T., McRae, A., Coddington, C. S., Klauda, S. L., Wigfield, A., & Barbosa, P. (2009). Impacts of comprehensive reading instruction on diverse outcomes of low- and high-achieving readers. Journal of Learning Disabilities, 42, 195-214.
Guthrie, J. T. & Taboata, A. (2004). Fostering the cognitive strategies of reading comprehension. In J. T. Guthrie, A. Wigfield, & K. C. Parencevich (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 87-112). Mahwah: Lawrence Erlbaum.
Guthrie, J. T., Wigfield, A., & Parencevich, K. C. (Eds.). (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah: Lawrence Erlbaum.
Hedgcock, J. S. & Ferris, D. R. (2009). Teaching readers of English: Students, texts, and contexts. New York: Routledge.
Hudson, T. (2007). Teaching second language reading. New York: Oxford University Press.
Janzen, J. (1996). Teaching strategic reading. TESOL Journal, 6, 6-9.
Janzen, J. (2001). Strategic reading on a sustained content theme. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 369-389). Ann Arbor, MI: University of Michigan Press.
Klingner, J. & Vaughn, S. (2000). The helping behaviors of fifth graders while using collaborative strategic reading during ESL content classes. TESOL Quarterly, 34, 69-98.
Klingner, J. & Vaughn, S. (2004). Strategies for struggling second-language readers. In T. Jetton & J. Dole (Eds.), Adolescent literacy research and practice (pp. 183-209). New York: Guildford Press.
Klinger, J., Vaughn, S., Boardman, A., & Swanson, E. (2012). Now we get it! Boasting comprehension with collaborative strategic reading. San Francisco: Jossey-Bass.
Koda, K. (2005). Insights into second language reading. New York: Cambridge University Press.
Kuhn, M. & Schwanenflugel, P. (Eds.). (2008). Fluency in the classroom. New York: Guilford Press.
McEntire, J. & Williams, J. (2009). Making connections intermediate: A strategic approach to academic reading. New York: Cambridge University Press.
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44, 218-253.
Mokhtari, K. & Sheorey, R. (Eds.). (2008). Reading strategies of first- and second-language learners: See how they read. Norwood: Christopher-Gordon.
Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston: Heinle Cengage.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.
Oczkus, L. D. (2010). Reciprocal teaching at work: Powerful strategies and lessons for improving reading comprehension (2nd ed.). Newark: International Reading Association.
Palincsar, A. & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175
Pressley, M. (2002a). Comprehension strategy instruction: A turn-of-the-century status report. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 11-27). New York: Guilford Press.
Pressley, M. (2002b). Metacognition & self-regulated comprehension. In A. Farstrup & S. Samuels (Eds.), What research has to say about reading instruction (pp. 291-309). Newark: International Reading Association.
Pressley, M. (2006). Reading instruction that works (3rd ed.). New York: Guilford Press.
Pressley, M. & Harris, S. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 265-286). Mahwah: Lawrence Erlbaum.
Pritchard, R. (2004). Strategic reading for English learners: Principles and practices. The CATESOL Journal, 16, 29-42.
Rasinski, T. V. (2010). The fluent reader: Oral and silent reading strategies for building fluency, word recognition and comprehension (2nd ed.). New York: Scholastic Books.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Shiotsu, T. (2010). Components of L2 reading. Cambridge: Cambridge University Press.
Snow, M. A. (2014). Content-based and immersion models of second/foreign language teaching. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 438-454). Boston: Cengage Learning.
Sprer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286.
Stahl, K. A. D. (2008). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Journal of Literacy Research, 40, 359-393.
Stoller, F. L. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 216-283.
Swan, E. A. (2003). Concept-oriented reading instruction: Engaging classrooms, lifelong learners. New York: Guilford Press.
Takala, M. (2006). The effects of reciprocal teaching on reading comprehension in mainstream and special (SLI) education. Scandinavian Journal of Educational Research, 50, 559-576.
Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45, 432-445.
Wilkinson, I. A. G. & Son, E. Y. (2011). A dialogic turn in research on learning and teaching to comprehend. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P Afflerbach (Eds.), Handbook of reading research: Volume Ⅳ (pp. 359-387). New York: Routledge.
Zhang, L.J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science, 36, 89-116.
Zimmerman, C. B. (2009). Word knowledge: A vocabulary teacher’s handbook. New York: Oxford University Press.
Zimmerman, C. B. (2014). Teaching and learning vocabulary for second language learners. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 288-302). Boston: Cengage Learning.
文章导航

/