ABSTRACT
This chapter builds connections between reading research, introduced in Chapters 1-4, and effective teaching practices for L2 reading development. The chapter also serves as a bridge between the research introduced in the early parts of the book and the teacher-initiated action research projects suggested in Chapters 6-9. Of particular interest are the following:
• a review of implications from reading research
• curricular principles for L2 reading instruction
• instructional applications that integrate goals for the development of L2 reading abilities
• sample classroom activities that can be adapted for a range of L2 reading classes
The ability to read well may be the most important L2 academic skill needed by English for Academic Purposes (EAP) students. In academic contexts, reading provides a major source of input for further student learning of both language and content information. Furthermore, reading can generate increased interest and motivate students to explore topics further through additional reading. Yet, the mastery of reading requires not only the integration of comprehension abilities but also the development of a very large vocabulary and a reasonably good command of grammar resources. Fortunately, explicit instruction in reading skills development can make a difference (Grabe, 2009). Moreover, reading is a skill that can be practised effectively and extensively, with some student control of passage selection, by students on their own, after they have finished their EAP course work.
