ABSTRACT
As in the previous two chapters, here we introduce nine model action research projects. The projects in this chapter focus on select aspects of reading-lesson stages, reading materials and extensive reading. The projects and additional research questions included in the chapter contribute to the range of action research possibilities open to reading teachers. Of particular interest are the following:
• action research projects that can be adapted with ease
• detailed steps that teachers can follow (with or without modification) to carry out classroom-based action research
• helpful charts, tables and worksheets that can be used as data-collection instruments
• sets of additional questions that can guide meaningful teacher-initiated enquiry
• teaching suggestions with direct applications in reading lessons
Effective language instruction is dependent on a number of good teaching practices that we all recognise. They include appropriateness of lesson objectives, careful sequencing of classroom activities, clarity of instructions, suitability of materials and tasks, teacher flexibility and responsiveness to student needs, pacing and time allotments, attention to student motivation, and teacher and student preparedness. The reading classroom, in particular, places even more demands on the teacher. For example, we need to move seamlessly through pre-, during-and post-reading stages of our lessons, adapt mandated materials to meet the particular needs of
our students, create materials to enhance our lessons and make up for the deficiencies of our textbooks, provide students with opportunities to read for different purposes and balance intensive and extensive reading. The questions that we might ask ourselves about these reading classroom demands, and many others, can lead to a vast number of meaningful action research projects.
