English L2 Reading: Getting to the Bottom

By Barbara M. Birch

Book Overview

English L2 Reading: Getting to the Bottom uses research-based insights to examine bottom-up skills in reading English as a second language. This fourth edition clearly presents core concepts alongside their practical applications to teaching contexts, with updated research findings, a new focus on metalinguistic awareness, and new resources for students.

The text's pedagogical features help readers connect linguistic details and psycholinguistic theory with practical explanations and teaching suggestions. Pre-reading Questions challenge readers to analyze their own experiences. Study Guide Questions allow readers to review, discuss, and assess their knowledge. Discussion Questions elaborate on themes in each chapter, while the new Language Awareness Activities help develop metalinguistic awareness. Three Appendices provide tables that list the graphemes and the phonemes of English, as well as a brand-new dictionary pronunciation guide.

New to the fourth edition:

Substantially revised and updated research on linguistics

New, evidence-based models on the reading process

Language Awareness Activities that highlight metalinguistic awareness

Word study examples in each chapter

For teachers, teacher trainers, reading researchers, or anyone interested in teaching reading, this popular, comprehensive, myth-debunking text provides clear and practical guidance towards effectively supplementing top-down teaching approaches with bottom-up reading strategies.

• Format: Paperback
• Language: English
• ISBN: 0367027895
• ISBN13: 9780367027896
• Release Date: July 2020
• Publisher: Routledge
• Length: 294 Pages
• Weight: 0.95 lbs.
• Dimensions: 0.7" x 5.9" x 8.9"

Customer Reviews

A great primer

A useful and concise text, appropriate for teachers in mainstream and ESL classrooms, that gets at the issues underlying second language reading. There is a moderate amount of basic linguistics lingo as well as summaries of research.....but just enough so as to be able to describe the challenges of reading to the second language learner as well as describe the limitations of our pedagogical knowledge.