This study reports on a year-long intervention based on comprehension practice of input-rich materials. It was inspired by an innovative program in Canada in which primary school francophone children learned English as a second language (ESL) through simultaneous reading and listening. In our study the participants are a class of 10- to…

Argues that, in second-language instruction, reading and writing assignments must be linked to introduce learners to the kind of writing they will be expected to do in literature and culture courses. Examines the content of second-language composition classes in this light, particularly as they concern English-as-a-Second-Language writing…

Reports a study of children in a comprehension-based English-as-a-Second-Language program. After 6 years students performed as well as comparison students on measures of comprehension and measures of oral production. Describes gaps in the written language of students in the comprehension-based program, includes a follow-up study with secondary…

Argues that in Ontario's French-medium schools, reading is often a challenge, particularly for those in readiness classes who speak little or no French. A model for early intervention in reading is recommended, combining reading and writing to address the linguistic challenges of students in a minority-language community. (Author/MSE)

Proposes that second language instruction should give priority to the receptive skills of listening and reading and describes a project conducted in Sweden which sought to realize the development of these skills in a short course. (AM)

Discusses literature circles (LC), and describes a variety of LC techniques for helping teachers coordinate classrooms to include linguistically and culturally diverse students. Provides a description of differentiated instruction and Flippo's (1998) best reading instruction practices, relates typical LC methods, and focuses on how LC can be…

Several kinds of interference in the transfer of reading skills from the first to the second language are considered, and implications for second language classroom instruction are discussed. (MSE)

A discussion of the use of reading strategies in second language reading comprehension draws on research and theory in reading and in second language learning, and suggests classroom exercises for activating a variety of global strategies. (MSE)

As language learning involves the acquisition of thousands of words, teachers and learners alike would like to know how vocabulary learning can be fostered, especially in EFL settings where learners frequently acquire impoverished lexicons, despite years of formal study. Research indicates that reading is important but not sufficient for…

Proposes a method, based on dependency theory, for teaching reading in the foreign language classroom. Examples are provided for English, German, French, and Norwegian. (AM)

A brief discussion of delayed instruction in native language reading in immersion programs where second language reading instruction is introduced in grade one. It is noted that long-term effects on a child's interest in reading and the extent of parental involvement in the reading process have not been investigated. (AMH)

A study is reported evaluating the effects on the development of bilingual reading skills of a second language--native language sequence of reading instruction as opposed to a native language--second language sequence in elementary grade French immersion programs. (RM)

It is proposed that both home and classroom reading activities influence writing skill acquisition. Relevant research in first- and second-language learning is reviewed and use of reading and independent reading to enhance writing skill acquisition is discussed. Extensive use of these activities in the French immersion classroom is recommended.…

A bibliography focusing on recent theoretical and pedagogical research on socio- and psycholinguistic factors in second language reading development includes primarily articles on English as a second language and some citations on other modern languages. (MSE)

Some of the cognitive and affective factors influencing second language reading comprehension are reviewed, and an instructional technique designed to both guide the reading process and develop comprehension at several levels is described. Teachers are urged to develop process-oriented reading comprehension activities in collaboration with…