Ensenar Reading

Annual Review of Applied Linguistics (2004) 24, 44B69. Printed in the USA.
Copyright 8 2004 Cambridge University Press 0267-1905/04 $12.00
DOI: DOI: 10.1017/S0267190504000030

3. RESEARCH ON TEACHING READING

William Grabe

This chapter builds on prior reviews of reading theory, research, and assessment
published in the Annual Review of Applied Linguistics and uses them and additional
currentresearch to develop a set of 10 instructional implications for second language
reading. The review draws upon both L1 and L2 research to demonstrate support for
instructional approaches that (1) ensure fluency in word recognition; (2) emphasize
the learning of vocabulary; (3) activate background knowledge; (4) ensure
acquisition of linguistic knowledge and general comprehension; (5) teach
recognitionof text structures and discourse organization; (6) promote development
of strategic readers rather than mechanical application of strategy checklists; (7)
build reading fluency and rate; (8) promote extensive reading; (9) develop intrinsic
motivation for reading; and (10) contribute to a coherent curriculum for student
learning. There is empirical support for each of these implications, althoughat the
same time, additional research related to many is needed to further identify aspects
of effective L2 reading instruction in particular settings. While further research
alone does not guarantee improved reading pedagogy, it provides one means of
identifying specific aspects of reading abilities and testing alternative instructional
practices and is thus a crucial component in the search formore effective outcomes.

This review of research on teaching reading has two primary purposes. It
will extend the three reviews of second language reading that appeared in Volume 18
of ARAL on reading theory (Hudson, 1998), reading assessment (Perkins, 1998), and
reading instruction (with an emphasis on extensive reading) (Bamford & Day, 1998).
It will also focus specifically on research thatsupports instructional practices to
improve second language (L2) reading comprehension and highlights areas where
further research is needed.1
Much as with any language skill, the teaching of reading is a complex
matter. Obvious variables such as student proficiency, age, L1/L2 relations,
motivation, cognitive processing factors, teacher factors, curriculum and materials
resources, instructionalsetting, and institutional factors all impact the degree of
success of reading instruction. One could easily come to the conclusion that reading

44

RESEARCH ON TEACHING READING

is too complex a process for straightforward connections between research and
instructional practices. Nevertheless, there are good reasons for optimism in writing
an overview of research on teaching reading.
One reason foroptimism is that research on English L1 reading has made
remarkable advances in the past 15 years, and it is possible to synthesize this
research in ways that generate major implications for reading instruction. Second,
research on reading instruction in L2 settings has provided additional insights that
often converge with the L1 reading research literature. Third, the real distinctions
betweenL1 reading and L2 reading (e.g., Bernhardt, 2003; Grabe & Stoller, 2002;
Koda, 2004) do not prevent researchers and practitioners from drawing major
implications from L1 research findings in general, and especially from research on
instructional issues. At the same time, it is essential to recognize that instruction will
need to vary in important ways for L2 learners depending on context, learnerneeds,
and language proficiency levels.
In this overview, several issues will not be covered. First, it is not possible
to consider every variation of L2 (or L1) student type in relation to reading
instruction. To maintain a reasonable focus on the key issues of reading instruction
for applied linguists, this overview will focus on students who need to develop
academic reading abilities in school...