Reading Time: 4 minutesRepeated reading, a technique where a level-appropriate text is read multiple times to build word recognition skills, may lead to increased comprehension.
Reading Time: 3 minutesIn this article, Swan & Walter criticise top-down approaches to teaching general reading and listening comprehension and highlight what it might be more effective to focus on instead.
Reading Time: 5 minutesThis article describes different ways of training reading skills in EAP, but argues that delicate scaffolding is most effective at developing students’ higher-order thinking skills and nurturing their critical dispositions as budding academics.
Reading Time: 4 minutesGrabe and Zhang discuss the research on integrating reading and writing and related practical implications. Several ideas are given for integrating reading and writing at various levels.
Reading Time: 4 minutesFreedman describes how she uses close reading strategies in multilingual higher education classes, relying heavily on modeling, paraphrase, thinking aloud, and questioning.
Reading Time: 3 minutesThis longitudinal study considers the effect of CLIL teaching on comprehension skills, investigating whether CLIL and non-CLIL pupils progress in their reading and listening comprehension proficiency at the same rate.
Reading Time: 2 minutesPark notes that extensive reading may have a positive effect on EAP writing.