Case Study: Second Language Reading

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Second language reading
Week 1
Introduction & overview
Dr Michael Harrington Plan for Today

Introduction to SLAT 7830
Course overview
Introduction to the study of reading


SLAT7830 Second Language Reading

Reading in a second language moving from theory to practice/ William Grabe

Text book

SLAT7830 Second Language Reading

Blackboard Make sure you check your uq student email.


SLAT7830 Second Language Reading

Reading skill and vocabulary knowledge have a very close relationship. Vocabulary knowledge is central to fluent reading and reading is an important means for the development of vocabulary knowledge.
This course will focus on this relationship in the alphabet and character-based L2s. The course will attempt to strike a balance between research and practice.
During the first part of the course we will examine key topics in the research literature on learning and teaching L2 reading and vocabulary.
In the second part of the course we will apply the concepts and findings encountered in our reading to teaching L2 reading and vocabulary, with a specific focus on reading and vocabulary for academic and special purposes.

SLAT7830 Second Language Reading

Assessment items
1. Leading group discussion on teaching implications (25%)
Due Date: 13 Mar - 26 May

2. Annotated Bibliography: Research on L2 reading and vocabulary (20%)
Due Date: 1 May

3. Instructional materials or research proposal (45%)
Due Date: 13 Jun 12


SLAT7830 Second Language Reading

Aim of the course
Provide an introduction second language reading skills
• Particular focus on the role of vocabulary in reading
• Discuss implications for teaching reading for both


Traditional learning contexts
Computer-mediated learning contexts

SLAT7830 Second Language Reading

Main learning objectives
After successfully completing this course you should be able to:
1. Understand L2 reading processes, with special

reference to the organization and use of second language (L2) vocabulary knowledge. Emphasis on implications for teaching.
2. Evaluate materials and methodology used in the teaching of L2 vocabulary and reading.
3. Develop teaching materials for L2 reading that are grounded in established pedagogical practice.


SLAT7830 Second Language Reading

What is reading?


SLAT7830 Second Language Reading


Aoccdrnig to rscheearch at Txes M&A
Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.


SLAT7830 Second Language Reading

A krinkleup was Parling a trislebin. A bargin stimped. The bargin grupped “Minto” to the krinkleup. The Krinkleup zisked zoelly.
1. What was the krinkleup doing?
2. What stimped?
3. What did the bargin grup?
4. How did the krinkleup zisk?


SLAT7830 Second Language Reading

Semantics: meaning and content
1. John knew the boxer was angry when he

started barking at him.
2. John knew the boxer was angry when he started yelling at him.
3. The boxer hit John because he started yelling at him.
4. The boxer hit John and he started yelling at him.
(Hudson, 2007)

SLAT7830 Second Language Reading

Meaning making system



Letters and sequences/Spelling
Language system


Meaning of words in context

We read by using all 3 of these cueing systems. Reading problems are related to one or all of these systems.

SLAT7830 Second Language Reading

What is reading?
“Reading is a process of translating signs and symbols into meanings and incorporating the new information into cognitive or affective structures.” (Robeck & Wallace, 1990, p 27)

Reading is:

an active process of getting meaning from the