| 000 -LEADER |
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| fixed length control field |
04873cam a2200445 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
2579216 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230808012447.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
960429s1997 enka b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
96019711 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780521497855 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
052149785X (pbk) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Transcribing agency |
JCRC |
| Modifying agency |
DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
P53.75 |
| Item number |
.A35 1997 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Aebersold, Jo Ann |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
From Reader to Reading Teacher : |
| Remainder of title |
Issues and strategies for second language classrooms / |
| Statement of responsibility, etc. |
Jo Ann Aebersold, Mary Lee Field. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Cambridge University Press, |
| Date of publication, distribution, etc. |
1997. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xii, 263 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Cambridge Language Education |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 251-260) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. What is reading? -- The reader -- The interaction between reader and text -- Models of reading -- Expanding your knowledge<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Factors that influence reading in an L2/FL -- Cognitive development and style orientation -- Reading performance and competence in the L1 -- Metacognitive knowledge -- L2/FL proficiency -- Degree of difference between the L1 and the L2/FL -- Cultural orientation -- Expanding your knowledge<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Designing the reading course -- Course goals -- Approaches to teaching reading -- Selecting appropriate materials -- Evaluation and final course grade -- Expanding your knowledge |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Preparing to read -- Establishing a purpose for reading -- Activating and building background knowledge -- Previewing the text to build expectations -- Prereading activities for lower levels of language proficiency -- As you plan -- Expanding your knowledge<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Reading the text -- The reading process -- Building comprehension of the text -- Monitoring text comprehension -- Adjusting reading strategies -- Reading activities for lower levels of language proficiency -- As you plan -- Expanding your knowledge<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Reviewing reading -- Reviewing information from the text -- Discussing information not in the text -- Evaluating information in the text -- Reviewing activities for lower levels of language proficiency -- As you plan -- Expanding your knowledge |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Vocabulary issues in teaching reading -- Vocabulary before reading -- Vocabulary during reading -- Vocabulary after reading -- Expanding your knowledge<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. Using literature -- Reasons for using literature -- Features of literacy texts -- Adjusting methods to literary texts -- Criteria for selecting literary texts -- As you plan -- Expanding your knowledge<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. Assessing L2/FL reading -- Alternative methods of assessing reading -- Traditional methods of testing reading -- Writing tests for the classroom -- Planning course-level assessment -- Expanding your knowledge<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10. Planning the reading lesson -- Components of a lesson plan -- Factors that influence planning -- As you use the lesson plan -- From plan to syllabus to curriculum -- Expanding your knowledge |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11. The learning spiral and the reading teacher -- Reading textbook samples -- Beginning and low levels |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. "Who's Calling?" -- 2. "Dish Soap for Dinner?" (Intermediate level) -- 3. "Modern Fathers Have Pleasures and Problems" (Advanced Level) -- 4. "Our Future Stock" (Superior level) -- 5. "Theoretical Perspectives on Societies" (Text without exercises) -- 6. "More Men Infiltrating Professions Historically Dominated by Women" |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
''From Reader to Reading Teacher is a self-contained, student-centered methods text that connects reading theory to practical classroom activities. The book begins by leading teachers to explore their beliefs and assumptions about the nature of reading and to analyze their own personal reading strategies. By studying the factors that influence both native language and second language reading, the text prepares teachers for a critical examination of the pedagogical issues central to the second language reading classroom. Teachers learn how to select appropriate reading activities and to plan effective reading lessons. Written in clear, understandable language, this text provides a wealth of examples and exercises, making it ideal for introductory courses on the teaching of reading." (Book Cover) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Field, Mary Lee |
| 856 42 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/reader-reading-teacher/reader-reading-teacher-issues-and-strategies-second-language-classrooms-paperback?isbn=9780521497855&format=PB">http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/reader-reading-teacher/reader-reading-teacher-issues-and-strategies-second-language-classrooms-paperback?isbn=9780521497855&format=PB</a> |
| Public note |
Publisher's Website. |
| 856 41 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991032095119705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991032095119705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
