3.  People learn to read, and to read better,
by reading. (Eskey, 2002)
 “…the social context of students’ uses of
reading in their first languages, and their
access to texts, may have a profound
effect on their abilities to develop
academic reading skills in English.”
(Grabe, 1991)

4.  For new readers and low levels, start small
(magazine articles, short stories) and work up
(novels, text books)
 Discover student interests and read about
those
 Give students a wide selection from which to
read.
 Read academic articles and texts related to
what they’re studying
 Read a variety of texts – bestsellers, hobbies,
academic
 Avoid short excerpts
 Read several texts on the same topic

5.  After deciding what to read, how do we
get our hands on it??

6.  Reading is acquiring information from a
written or printed text and relating it to
what you already know to construct a
meaning for the text as a whole. (Eskey,
2002)

7. The procedure is quite simple. First, you arrange the
items in separate piles. Of course, one pile may be
sufficient, depending on how much there is to do. If you
have to go somewhere else due to lack of facilities, that
is the next step; otherwise, you are pretty welll set. It is
important not to overdo things. That is, it is better to do
too few things at once than too many. In the short run,
this may not seem important, but complications can
easily arise. A mistake can be expensive as well. At first,
the whole procedure will seem complicated. Soon,
however, it will become just another facet of life. It is
difficult to foresee any end to the necessity for this task
in the immediate future, but, then, one never can tell.
After the procedure is completed, one arranges the
materials into different groups again. Then they can be
put into their appropriate places.
(Bransford& Johnson, 1973, p. 400 as cited in )

8.  Do lots of it!
 Talk about previous knowledge/relate to
previous things they’ve learned or already
know
 Research the author
 Browse titles/headlines & pictures
 Read on-line reviews of the book
 Watch movie clips or trailers that have been
made from the book
 Make guesses about how the story will go and
what the conclusion will be
 Vocabulary

9.  Read out loud to students/listen to CD
 Have students read out loud
› Correcting pronunciation
› Popcorn reading
 Silent reading time
 Encourage reading without stopping
› Dealing with unknown words
› Building concentration
 Teach about drawing inferences

10.  Do TOEFL-like exercises to check
comprehension
› Find main ideas
› Find and define words in context
 Students make the comprehension
questions
 Use graphic organizers
 Act out pieces of the story
 Make movies of the story
 Use art to describe what you’ve read

11.  Create a movie poster about book
 Write summary solo; compare with
partner
 Do a talk show with the characters of the
book
 Make connections between self & main
character
 Pick out favorite quotes
 Decide what happens next
 Role play being in similar situations to
what the characters faced.

12. › Story
map:http://www.eduplace.com/rdg/gen_act/pigs/story_
mp.html
› *Story pyramid: : http://www.eduref.org/cgi-
bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Whole_
Language/WLG0007.html
› KWL: : http://www.eduref.org/cgi-
bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Readin
g/RDG0016.html
› Forbeginnershttp://www.eduplace.com/graphicorganizer
/
› Various organizers: http://www.graphic.org/goindex.html

13.  What are you doing in YOUR classrooms
for post-reading exercises?

14.  Nagy, W.E. (1988). Teaching vocabulary
to improve reading comprehension. ERIC
Clearinghouse on Reading and
Communication Skills and the National
Council of Teachers of English
 Anything by William Grabe

15.  Cunningham, A.E. &Stanovich, K.E. (2001). What reading
does for the mind. Journal of Direct Instruction, 1, 137-
149.
 Eskey, D. E. (2002). Reading and the teaching of L2
reading. TESOL Journal, 11, 5-9.
 Grabe, W. (1991). Current developments in second
language reading research. TESOL Quarterly, 25, 375-
406.
 Johnson, L.L. (1989). Learning across the curriculum with
creative graphing. Journal of Reading, 32, 509-519.
 Shih, M. (1992). Beyond comprehension exercises in the
ESL academic reading class. TESOL Quarterly, 26, 289-
318.
 Woodall, B. (2010). Simultaneous Listening and reading in
ESL: Helping second language learners read (and enjoy
reading) more efficiently. TESOL Journal, 1, 186-205.