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Please use this identifier to cite or link to this item: http://hdl.handle.net/10285/438

NII Resource type: Departmental Bulletin Paper
Title: 多読授業のモデル
Other Titles: A model of an extensive reading class
Authors: Clark, Marsha
Keywords: Assessment
Curriculum
Extensive Reading
Guided Readers
アセスメント
カリキュラム
簡易抄訳本
多読
Shimei: 聖路加看護大学紀要
Issue: 29
Start page: 12
End page: 21
Issue Date: 1-Mar-2003
ISSN: 02892863
Abstract: This article presents a model for on extensive reading class. The emphasis is on how to retain a relatively pure form of extensive reading and yet satisfy the requirements of the typical university curriculum. All aspects of the mode lclass, including goals and objectives, needs, syllabus, class materials and activities, and means and methods of assessment are discussed.
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Waring, R. Grading and Extensive Reading - Questions and Answers. The Language Teacher Onlin, 21 (5). (2000).
Day, R.R., & Bamford, J. Extensive Reading in the Second Language Classroom. New York: Cambridge University Press. (1998).
Elley, W.B., & Mangubhai, F. The long-term effects of a book flood on children's language growth. Directions, 7, (pp.l5-24). (1981).
Elley, W.B. Acquiring literacy in a second language : The effect of the book-based programs. Language Learning, 41 (3), pp.375-411. (1991).
Saragi,T., Nation, L.S.P., & Meister, A. Vocabulary learning and reading. System, 6(2), 72-78. (1978).
Nation, L.S.P. Teaching and Learning Vocabulary. New York: Newbury House Publishers. (1990).
Beniko, M. & Pendergast, T. Good news for reading teachers. Teacher to Teacher. 1, (1992).
Eskey, D.E. & Grabe, W., Interactive models for second language reading: perspectives on instruction. In Carrell, P., Devine,J. & Eskey, D.E. (Eds.), Interactive Approaches to Second Language Reading. (pp.223-238). New York: Cambridge University Press. (1990).
Yamazaki, A., Vocabulary Acquisition Through Extensive Reading. Dissertation for Temple University Japan. (1996).
Carver, R. Reading rate: Theory, research, and practical implications. Journal of Reading, 36 (2), 84-94. (1992).
Spargo, E. Timed Readings. Lincolnwood, IL: Jamestown Publishers. (1989).
Grabe, W. Current developments In second language reading research. In Silberstein, S. (Ed.). State of the art TESOL essays: Celebrating 25 years of the discipline. Alexandria, VA: TESOL. (1993).
Carrell, P. & Eisterhold, J. Schema theory and ESL reading pedagogy. In Carrell, P., Devine, J., & Eskey, D.E. (Eds.), Interactive Approaches to Second Language Reading. (pp. 73-92). New York: Cambridge University Press (1988).
URI: http://hdl.handle.net/10285/438
Appears in Collections:29号

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