Reading to Learn: A Reading and Writing Pedagogy
This Research Bite looks at the Reading to Learn (R2L) method as well as additional research on its effectiveness.
Continue Reading →
Repeated reading, a technique where a level-appropriate text is read multiple times to build word recognition skills, may lead to increased comprehension.
In this article, Swan & Walter criticise top-down approaches to teaching general reading and listening comprehension and highlight what it might be more effective to focus on instead.
This article describes different ways of training reading skills in EAP, but argues that delicate scaffolding is most effective at developing students’ higher-order thinking skills and nurturing their critical dispositions as budding academics.
Grabe and Zhang discuss the research on integrating reading and writing and related practical implications. Several ideas are given for integrating reading and writing at various levels.
Freedman describes how she uses close reading strategies in multilingual higher education classes, relying heavily on modeling, paraphrase, thinking aloud, and questioning.
Progress on Receptive Skills in CLIL and Non-CLIL Contexts
This longitudinal study considers the effect of CLIL teaching on comprehension skills, investigating whether CLIL and non-CLIL pupils progress in their reading and listening comprehension proficiency at the same rate.
Continue Reading →
Park notes that extensive reading may have a positive effect on EAP writing.