Annotated Bibliography
Submitted by Lauren Craze, ESL Teacher SD#38
Books on Reading Theory:
Anderson, N. (1999). Exploring Second Language Reading: Issues and Strategies. New York: Heinle and Heinle
Exploring Second Language Reading is a comprehensive exploration of ESL reading and provides an overview of the key issues, as well as practical strategies, for teaching reading effectively.
Brown, H.D. (2006). Teaching by Principles An Interactive Approach to Language Pedagogy. San Francisco, CA: Pearson, Longman.
Exploring Second Language Reading: Issues and Strategies is a comprehensive exploration of reading challenges for ESL students. This text provides an overview of the key issues and practical strategies for teaching reading effectively.
Gunderson, L. (1991). ESL Literacy Instruction: A Guidebook to Theory and Practice (1st ed.) Englewood Cliffs, NJ: Prentice Hall.
What makes this volume so valuable is that it combines a wonderful backdrop of the history of teaching reading with the current research concerning the teaching of reading; addresses the teaching of L2 reading for all age groups; includes reading strategies from each of the major theoretical camps; and provides an arsenal of useful tools for the purpose of teaching reading. Gunderson has done an excellent job of presenting both whole language and phonics based approaches with a minimum of bias. The abundance of illustrative instructional tools included in this book make it a treasure house for pedagogical purposes.
Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. Portsmouth, NH: Heinemann.
This book is divided into three parts. It begins with fundamental principles about reading, texts, and teaching which underlie the way the book approaches its subject; the second part looks more closely at some of the theoretical issues and how they affect reading teaching. The third focuses on the importance of extensive reading, the choice of materials, and the way courses and lessons are planned, taught, and assessed. The book examines the skills required to read effectively; focuses on getting the message from the text; suggests classroom strategies for developing reading skills; and looks at both linguistic and non-linguistic features of texts.
Journal Articles on Reading Theory:
Dubin,F.; Eskey, D. & Grabe, W. (1986). Teaching Second Language Reading for Academic Purposes. Massachusetts: Addison-Wesley.
Eskey, David, (1988). Interactive Approaches to Second Language Reading. Cambridge.
Eskey, D. E. (2002). Reading and the Teaching of L2 Reading. TESOL Journal, Vol.11, No.1
Grabe, William. (1991, Autumn). Current Developments in Second Language Reading Research. TESOL Quarterly, Vol 25, No.3.
Websites on Reading Theory:
Oxford, R. (1989) . "Strategy Inventory for Language Learning (SILL)”. Columbia University. Retrieved on September 29, 2008 from www.homework.wtuc.edu.tw/sll.php.
Books on Reading Strategies:
Barton, M.L. & Jordan D.L. (2001). Teaching Reading in Science. Aurora, CO: MCREL.
This is a valuable companion to the Teaching Reading in the Content Areas teacher's manual and acknowledges the special challenges of reading in the context of science. Many of the book's principles derive from recommendations of the National Research Council's science standards. The authors begin by examining what research says about the role of the reader, the role of climate, and the role of text features for reading and science.
Beers, K. (2002). When Kids Can’t Read: What Teachers Can do, a Guide for Teachers, 6-12. Toronto, ON: Pearson Pub.
“If I had to recommend just one book to middle and secondary teachers working to support struggling readers, this would have to be the book. When Kids Can’t Read, What Teachers Can Do is a comprehensive handbook filled with practical strategies that teachers of all subjects can use to make reading skills transparent and accessible to adolescents. Blending theory with practice throughout, Kylene Beers moves teachers from assessment to instruction from describing dependent reading behaviours to suggesting ways to help students with vocabulary, fluency, comprehension, word recognition, response to text, and so much more. But its not just the strategies that make this book so valuable. Its the invitations to step inside a classroom and eavesdrop on teacher/student interactions. Its the student profiles, the if/then charts, the extensive booklists and, of course, the experiences of a brilliant reading teacher. This is simply the best book published to date to support struggling adolescent readers!”–Gillda Leitenberg, District-wide Coordinator, English/Literacy Toronto District School Board.
Bellanca, J. (1990). The Cooperative Think Tank: Graphic Organizers to Teach Thinking In the Cooperative Classroom. Arlington Heights, IL: Skylight Training Pub.
The Cooperative Think Tank: Graphic Organizers to Teach Thinking in the Cooperative Classroom hands teachers pre-tested and re-useable tools that motivate students to think more skillfully, to work together, and to increase their achievement level. By using author James Bellanca's thought-provoking graphic organizers, students visually lay out what they're thinking, organize their thoughts, and expand their thought process on any topic-all of which create a more positive and challenging classroom environment and more well-rounded students.
Booth, D. (1998). Guiding the Reading Process: Techniques & Strategies for Successful Instruction. Ontario: Pembroke.
By working in one-on-one conferences, in groups, and as a community of readers, teachers can help young readers reach their goal of independent reading. Guiding the Reading Process provides teachers with case studies and descriptions of young readers with different abilities, as well as mini-lessons on reading techniques, anecdotes of children reading, and outlines, checklists, and computer programs that help promote the reading success.
Brownlie, F, Close, S. & Wingren, L. (1988). Reaching for Higher Thought: Reading Writing Thinking Strategies. Edmonton, AB: Arnold Pub.
Reaching for Higher Thought does not talk about thinking – it illustrates thinking; it is a book about integrating listening, writing, and reading through such prewriting/reading strategies as imagining, clustering, questioning, anticipating; it is a book about enabling learners to explore their own thinking process; it is a book about collaborative learning; it is a book about honing what readers already know. It is a book about learning as involvement at emotional, cognitive, and metacognitive levels, focusing on bringing the rest of the iceberg to light by generating activities that encourage learners to wonder, predict, remember, support, connect, guess, and play; most of all it is a book about unlearning our traditional teaching roles as authorities and relearning more effective roles as facilitators and elicitors of strategies and skills that lead the learner to thinking and genuine feelings of success.
Brownlie, F, Close, S. & Wingren, L. (1990). Tomorrow’s Classroom Today: Strategies for Creating Active Readers, Writers and Thinkers. Ontario: Pembroke.
Tomorrow’s Classroom Today not only presents us with the ingredients but also invites us into the process of preparing the feast. Teaching and learning strategies actively exemplified in real classroom situations develop our taste for nurturing students toward the goal of becoming sophisticated, independent thinkers.
Buehl, D. (2001). Classroom Strategies for Interactive Learning. Newark, DE: International Reading Assoc.
Describes forty-five literacy skill-building strategies that may be used to help students from elementary through high school learn in all curricular areas, each including a list of resources.
Buhrow, B. & Upczak Garcia, A. (2006). Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners Discover Their World Through Inquiry. Portland, Me: Stenhouse Pub.
"Brad Buhrow and Anne Garcia are primary teachers in a diverse school in Boulder, Colorado. In Ladybugs, Tornadoes, and Swirling Galaxies, you will see how they blend comprehension instruction and ELL best practices to explore inquiry as a literacy pathway for English language learners." "As teachers and students engage in learning science and social studies content they also discover multiple ways to make meaning. The book is full of photographs of student artwork - including a color insert - that reveals the children's inquiry process and demonstrates the important role of art as a sign system in ELL literacy and language acquisition." "Brad and Anne provide explicit detail on the process they use as they move step by step with students from personal narrative through the independent inquiry process. They also discuss use of the Gradual Release Model, authentic assessment, and bilingual identities."--BOOK JACKET.
Cunningham, P.M., Hall, D.P. & Cunningham, J.W. (2000). Guided Reading the Four-Blocks Way: (With Building Blocks and Big Blocks Variations). Greensboro, NC: Carson-Dellosa Pub.
Provides explanations and instructions for teaching reading comprehension skills and strategies as the Guided Reading component of the Four-Blocks method of literacy instruction, and includes related activities.
Easton, L.B. (2004). Powerful Designs for Professional Learning. Oxford, OH: NSDC.
Describes how the 21 learning strategies works in practice, a rationale for its use, the steps involved in introducing and using the strategy, and a list of resources for more information.
Gear, A. (2006). Reading Power: Teaching Students to Think While They Read. Ontario: Pembroke Pub.
Presents a simple approach to teaching reading comprehension with effective strategies to help students to think while they read.
Harmin, M. (1994). Inspiring Active Learning: A Handbook for Teachers. Alexandria, VA: ASCD.
Presents strategies to motivate students to learn. Centered on mutual respect, collaboration, and commitment to learning, each strategy is described and illustrated by examples which can be used by educators for all ability and grade levels. Practical, commonplace strategies to help students become active, responsible learners. Strategies centered around mutual respect, not bossiness,; collaboration, not isolation; commitment to learning, not fear of failure; and the dignity of all, not praise or rewards for a few. Topics include instructional strategies, raising student motivation, organizing the classroom, handling homework, testing and grading and producing meaningful learning.
Harvey, S. & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension to Enhance Understanding. New York, NY: Stenhouse Pub.
Describes strategies teachers can use to promote reading comprehension in students from kindergarten through eighth grade; and includes examples of student work, illustrations, and other reference tools.
Ligon, F. & Tannenbaum, E. (1990). Picture Stories Language and Literacy Activities for Beginners. White Plains, NY: Longman Pub.
Review by an American high school teacher: “I have used this book (and its sequel) for many years to supply writing prompts for my low intermediate ESL students in an American high school. They love the stories, and the more confident they become as writers, the more creative their writing becomes.
Lipton, L. & Wellman, B. (2000). Pathways to Understanding: Patterns and Practices in the Learning-Focused Classroom. Sherman, CT: MiraVia.
Based on a three-phase framework for learning and teaching, this practical resource is filled with classroom-tested strategies and innovative ideas for structuring learning-focused classrooms. Blackline masters and detailed strategy descriptions make these effective teaching tools accessible to new and experienced teachers alike.
Mantione, R.D. & Smead, S. (2003). Weaving Through Words : Using the Arts to Teach Reading Comprehension Strategies. Newark, DE: International Reading Assoc.
Explains several methods of using art to teach reading comprehension strategies in elementary grades--including developing sensory images, building and activating schema, questioning, inferring, and others--and presents several lessons and assessment tools.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works : Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.
Describes nine different teaching strategies which have been proven to have positive effects on student learning and explains how those strategies can be incorporated into the classroom.
May, F. (1990). Reading as Communication : An Interactive Approach. Columbus, OH : Merrill Pub. Co.
Powerful changes have streamlined this popular methods book making it as fresh as the first edition. While the importance of literature in the reading curriculum still provides the core of this book, the latest ideas in education have been incorporated to strengthen it. More than other books, it includes the best methods for preparing teachers to instill in elementary students the knowledge that reading is more than learning, it's an engaging experience of communicating.
Miller, D. (2002). Reading with Meaning : Teaching Comprehension in the Primary Grades. Portland ME: Stenhouse Pub.
Presents a model for teaching reading comprehension to young children, providing examples from the author's classroom and discussing inference, question asking, determination of importance, mental images, children's book clubs, and other strategies and activities.
Nutall, C. (1996). Teaching Reading Skills in a Foreign Language. Portsmouth, NH: Heinemann.
This book is divided into three parts. It begins with fundamental principles about reading, texts, and teaching which underlie the way the book approaches its subject; the second part looks more closely at some of the theoretical issues and how they affect reading teaching. The third focuses on the importance of exensive reading, the choice of materials, and the way courses and lessons are planned, taught, and assessed. The book examines the skills required to read effectively; focuses on getting the message from the text; suggests classroom strategies for developing reading skills; and looks at both linguistic and non-linguistic features of texts.
Peregoy, S.F. & Boyle, O.F. (2005). Reading, Writing, and Learning in ESL : A Resource Book for K-12 Teachers. Toronto, ON: Pearson Pub.
Provides K-12 teachers with a wide range of practical strategies to help them promote literacy and language development in English language learners.
Routman, R. (2000). Conversations : Strategies for Teaching, Learning, and Evaluating. Portsmouth, NH: Heinemann.
Examines and explains the multiple dimensions of language learning, teaching, and evaluating that teachers must know and understand in order to be effective educators and communicators; and includes an extensive list of resources.
Strickland, K. (2005). What’s After Assessment? Follow-up Instruction For Phonics, Fluency, And Comprehension. Toronto, ON: Pearson Education.
Working with the latest research, Strickland provides you with:
- a detailed "If ... Then" chart that explicitly matches reading needs to instructional possibilities
- more than 100 classroom-tested, developmentally appropriate activities that really work because they help students read strategically
- 26 reproducibles to help you implement specific strategies
- smart advice on topics like grouping, helping readers take ownership of their learning, and helping readers choose appropriate books.
Tovani, C. (2004). Do I Really Have to Teach Reading? : Content Comprehension, Grades 6-12. Portland, ME: Stenhouse Pub.
Describes strategies teachers can use to help their students understand the reading in any curriculum area, and includes examples and stories from high school classrooms, and examples of student work.