Untangling reading strategies and reading skills in an ESL textbook
DOI :
https://doi.org/10.26512/rhla.v16i2.19939Mots-clés :
reading strategies, reading skills, Textbook, ESL, reading comprehensionRésumé
Successful reading comprehension in L2 involves both lower and higher level processes, being dependant on both strategies and skills. These two components are often treated interchangeably or inconsistently in the literature and such inconsistency may affect the teaching of reading. In light of the above, this paper aims at analysing how strategies and skills are developed in a series of ESL textbooks. In order to do so, a framework was developed to classify the activities as sustaining reading strategies or reading skills. A quantitative analysis was also carried out in order to better understand the frequency each construct occurred in the textbooks. The results showed that strategies and skills are used interchangeably in the series. Furthermore, strategies outnumbered skills, no linearity was found between them, that is, there seemed to be no longitudinal process of working with strategies in a way to enable them to become skills in order to foster independent readers.
Téléchargements
Références
AEBERSOLD, Jo Ann; FIELD, Mary Lee. From reader to reading teacher issues and strategies for second language classrooms. Cambridge: Cambridge University Press, 1997.
AFFLERBACH, Peter; PEARSON, David; PARIS, Scott. Clarifying differences between reading skills and reading strategies. The Reading Teacher, v. 61, n. 5, p. 364-373, 2008.
AFFLERBACH, Peter; et al. Reading: what else matters besides strategies and skills?. The Reading Teacher, v. 66, n. 3, p. 440-448, 2013.
ALKHALEEFAH, Tarek. Taxonomies in L1 and L2 reading strategies: a critical review of issues surrounding strategy-use definitions and classifications in previous think-aloud research. The Reading Matrix, v. 16, n. 2, p. 162-226, 2016.
DANEMAN, Meredyth. Individual differences in reading skills. In: BARR, Rebecca et al. (Orgs.). Handbook of reading research, v.2. New York: Longman, 1991. p. 512-538.
DUFFY, Gerald G.; ROEHLER, Laura R. Why strategy instruction is so difficult and what we need to do about it. In: MCCORMICK, Christine B.; MILLER, Gloria; PRESSLEY, Michael. (Orgs.). Cognitive strategy research: from basic research to educational applications. New York: Springer-Verlag, 1989. p. 133-154.
DUFFY, Gerald G. Explaining reading: a resource for teaching concepts, skills and strategies. New York: Guilford Press, 2009.
GAGNÉ, Ellen D., YEKOVICH, Carol W.; YEKOVICH, Frank R. Reading. In: GAGNÉ, Ellen D., YEKOVICH, Carol W.; YEKOVICH, Frank R (Orgs.). The cognitive psychology of school learning. New York: Harper Collins College Publishers, 1997. p. 267-312.
MANOLI, Polixeni; PAPADOPOULOU, Maria. Reading strategies versus reading skills: two faces of the same coin. Procedia: Social and Behavioral Sciences, v. 46, p. 817-821, 2012.
PEARSON, David; DOLE, Janice, A. Explicit comprehension instruction: a review of research and a new conceptualization of instruction. The Elementary School Journal, v. 88, n.2, p. 151-165, 1987.
PRESSLEY, Michael; AFFLERBACH, Peter. Verbal protocols of reading: the nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.
PRESSLEY, Michael. What should comprehension instruction be the instruction of?. In: KAMIL, M et al. (Org.) Handbook of Reading Research, v. 3. New York: Routledge, 2000. p. 545-562.
RICHARDS, Jack. Interchange Intro, 4th ed. Cambridge: Cambridge University Press, 2013a.
RICHARDS, Jack. Interchange 1, 4th ed. Cambridge: Cambridge University Press, 2013b.
RICHARDS, Jack. Interchange 2, 4th ed. Cambridge: Cambridge University Press, 2013c.
RICHARDS, Jack. Interchange 3, 4th ed. Cambridge: Cambridge University Press, 2013d.
SIMÃO, Likelli; BARETTA, Luciane. Reading strategies in English textbooks. In: TUMOLO, Celso H.S.; BECK, Magali S.; COULTHARD, Malcolm. (Orgs.). ECHOES: reflections on language and literature. Florianópolis: Editora da UFSC, 2014. p. 23-34.
TOMITCH, Lêda Maria B. Aquisição de leitura em língua inglesa. In: LIMA, Candido D. Ensino e aprendizagem de língua inglesa: conversa com especialistas. São Paulo: Parábola Editorial, 2009. p.191-201.
VEENMAN, Marcel V. J.; VAN HOUT-WOLTERS, Bernadette H. A. M.; AFFLERBACH, Peter. Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, v.1, n. 1, p. 3”“14, 2006.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
A Revista Horizontes de Linguística Aplicada de http://seer.bce.unb.br/index.php/horizontesla/index é licenciado sob uma Licença Creative Commons Atribuição-Uso não-comercial-Vedada a criação de obras derivadas 3.0 Unported.
- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
