Discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema-theoretic views of reading to the teaching of reading to EFL/ESL students. Also discusses classroom implications of the schema-theoretic view and suggests techniques for bringing about reader-centered EFL/ESL…

Reports on a study of metacognitive strategy training for reading in English as a Second Language. The study indicated that such training was effective in enhancing second language reading, although the measured effectiveness of training was influenced by the way reading was measured and differences in students' learning styles. (62 references)…

This paper describes two specific applications of discourse analysis in English as a second language classes. At the advanced level it provides the tools for students as they interpret contemporary fiction. At the intermediate level, it provides tools for the teacher to establish bases for clarity of communication with students. (SW)

Reviews current developments in second-language reading research and its implications for the classroom, particularly the English-as-a-Second-Language classroom. It is argued that the last 10 years have yielded insights that challenge previous views of first- and second-language reading and imply future avenues of research. (67 references) (VWL)

Clues provided by redundancy in composition forms can help ESL students recognize and relate ideas in advanced reading. Points to cover in teaching are reading for ideas, clues in the formal environment and clues in idea development. Rules, examples and suggestions for application are discussed. (CHK)

It has been shown that students in North America can learn both a foreign language and subject matter taught in that language at the same time successfully. The immersion model is first examined for the majority group child, then considered for several target groups. (SCC)

The author examines some statistics which indicate entire classrooms of Indian students at the junior high school level are reading at the second or third grade level, and are graduated from high school with perhaps intermediate grade reading ability. Various surveys seem to have established that children are able to achieve at grade level through…

The author's analysis of reading material content of second language texts examines achievement of graphemic-phonemic contrasts, sequence of association in the process of reading, and control of sounds, grammar, subject matter, and cultural content. Because the orthography-sound association skill cannot be separated from the sound-meaning skill,…

A special reading system was developed for elementary school children learning to read for the first time in their second language, English. This paper describes the reading system and traces its success over a four-year period as measured through standardized testing instruments. (Author)