Introduction

Reading is probably the most important skill for second language learners in academic contexts, and part of it may come from an increase the numbers of children worldwide who are learning English as a second or foreign language. In the last few years, many states and provinces in the US and Canada have established literacy standards and implemented large-scale standardized testing of literacy skills.

Another factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age.

Reading as a Complex, Interactive Process

Reading - Is an interactive, sociocognitive process (Bernhardt 1991), involving a text, a reader, and a social context within the activity of reading takes place. - In reading, an individual constructs meaning through a transaction with written text that has been created by symbols that represent language. - Our expectation and intent when we read is to make meaning, to comprehend what we read (Grabe 1991; Rigg 1986)

Six General Component Skills and Knowledge Areas

1. 2. 3. 4. 5. 6. Automatic recognition skills Vocabulary and structural knowledge Formal discourse structure knowledge Content/world background knowledge Synthesis and evaluation skills/strategies Metacognitive knowledge and skills monitoring

FAQ when reading

1. Does this make sense? 2. Does what Im seeing on the page fit the ideas in my head?

- if they are able to confirm their predictions, they read on. If not, they may reread the text, paying closer attention to the print, and reformulating their predictions.

Oral Language Skills and Academic Literacy Skills

The relationships among listening, speaking, reading and writing during development, then, are complex relationships of mutual support. Practice in any one process contributes to the overall reservoir of L2 knowledge, which is then available for other acts of speaking, reading, or writing. For this reason, it is important to provide abundant exposure to functional, meaningful uses of both oral and written language for all learners.