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1. The Line Between: Questions, Responses, and Critical Reading

   In: American English Webinars Format(s): Text, Video

   This session, "The Line Between: Questions, Responses, and Critical Reading," introduces the Question-Answer Relationship (QAR) framework for building readers’ confidence in locating information in a text and turning to themselves to answer questions that require thinking beyond the text.

2. CAR: A Means for Motivating Students to Read

   In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text

   This article addresses the relationship between motivational approaches and second language reading development. It discusses competence, autonomy, and relatedness (CAR) as instructional strategies to teach reading. Competence is established when learners feel they can do the task, autonomy is established when they feel they have the control over it, and relatedness is established when tasks are related to each other. The article suggests ways to use these ideas in the classroom.

3. Applying Reading Research to the Development of an Integrated Lesson Plan

   In: English Teaching Forum 2008, Volume 46, Number 1 Format(s): Text

   This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.

4. Teaching English for Science and Technology: An Approach for Reading with Engineering English

   In: English Teaching Forum 2013, Volume 51, Number 2 Format(s): Text

   Recognizing the relevance of English for Specific Purposes, this article outlines an approach for using authentic readings in a course in Engineering English. The article describes the importance of needs analysis, rhetorical focus, and reading for content; it suggests content for 15 lessons and provides a sample worksheet and other suggestions for assessment.

5. The Lighter Side: Dare to Read

   In: English Teaching Forum 2012, Volume 50, Number 2 Format(s): Text

   This puzzle offers 20 scrambled words that all relate to “things people read.”

6. The Line Between Questions, Responses, and Readers

   In: English Teaching Forum 2024, Volume 62, Number 1 Format(s): Text

   This article uses the Stephen Crane story “The Open Boat” (freely available on the American English website) as an anchor text to demonstrate how teachers can apply Raphael’s Question-Answer Relationship (QAR) technique to a text that students might be assigned to read. The article includes numerous examples and tips that teachers can use to adapt the technique to other texts as a way to enhance student engagement and interest in reading.

7. Three Interactive Alternatives for Developing Reading Fluency

   In: English Teaching Forum 2019, Volume 57, Number 2 Format(s): Text

   Using clear examples and explanations, this article presents three ways for students to interact with peers and with texts to develop reading fluency.

8. Task-Based Reading Activities Using Authentic Materials and Skills

   In: English Teaching Forum 2021, Volume 59, Number 2 Format(s): Text

   The author describes in detail a two-stage reading activity that incorporates authentic materials, task-based learning, and stations. The article includes ideas for adaptation and presents a number of further teaching applications.

9. Reading Up-Close and Personal: Connection-Making and the Classic American Short Story

   In: English Teaching Forum 2024, Volume 62, Number 4 Format(s): Text

   Authors Spencer Salas and Bernadette Musetti use the O. Henry story “Transients in Arcadia” (available on the American English website) to illustrate how readers can make a text more meaningful by connecting it to themselves, to other texts, and to the world.

10. Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure

    In: English Teaching Forum 2006, Volume 44, Number 4 Format(s): Text

    In reviewing views on the use of L1 in L2 classrooms, the author argues for the benefits of using L1. The author argues for the benefits of written translation activities based on the ideas that translation uses authentic materials, is interactive, learner-centered, and promotes learner autonomy. The author also argues that written translation activities can be used as a post-reading activity to check learners’ reading comprehension and provide items for future tests. A sample activity is given and suggestions are discussed.

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