This website provides a thorough treatement of some of the most widely used approaches to teaching L2 reading strategies. It also gives a good overview of the approaches for reading instruction. Explanations for DRTA, LEA, Mapping, Silent reading, graphic aids and other aspects of L2 reading instruction are covered as well.
Twurdy is actually based on Google, but it analyses Google results for readability, so it can help you to find more lower level texts for learners without you having to read through every result from Google to see if it's simple enough.
A freely available, online-only publication of the International Reading Association (IRA), a professional organization of literacy educators. Its focus is literacy practice and research in classrooms serving students aged 5 to 18. “Literacy” is broadly defined to include traditional print literacy, as well as visual literacy, critical literacy, media literacy, digital literacy, and so on.
This could be a good resource for finding reading passages online by topic.
This site provides a good overview on the ways to teach reading comprehension in the L2 classroom, including jigsaw reading and semantic mapping. Missing from this overview, however, is the raising of text structure awareness, which can be encouraged through having learner's fill out visual representations of the texts in graphic organizers. There are other resources provided elsewhere in this curated topic to account for the use of GOs.
This site is for the support of the Moodle Reader Module, a module created by Tom Robb in Japan that implements quizzes on graded readers and other reading material suitable for extensive reading programs. Often times reading logs are inadequate for keeping students accountable for their extensive reading. Quizzes are one way to make students more accountable for their reading.
I've found there are some drawbacks of using Moodle Reader, including a somewhat clunky interface that led to issues with editing and registering student data. But the administrator is prompt and always open to feedback.
Graphic organizers represent very effective tools to support Content-Based Instruction (CBI). Using such tools can greatly enhance and optimize lesson plans for CBI. This site gives you a rationale for using such tools and then walks you through the major steps involved in the creation and integration of graphic organizers in your lesson plan.
The graphic organizer generators below will allow you to make graphic organizers by filling out a simple form. The materials are made instantly and can be printed directly from your computer."
In teaching L2 reading, it can be helpful to create a bank of graphic organizers that can be adapted for use with different discourse structures (cause/effect, problem/solution, sequence, and comparison/contrast) that are encountered in texts. This website can aid teachers in getting ideas on developing their own collection of graphic organizers.
See the following link for research on the use of GOs for ELT:
This website provides an overview of using graphic organizers in education. It gives the rationale for using them in the classroom and explains how they might be implemented. Additional resource links are also provided. In L2 reading research, graphic organizers have been identified as helping to build an awarness of text structure and aid in overall reading comprehension. This website it a good starting point in getting familiar with them.
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