The four stage cycle
In my earlier articles Reading for information, Form focus and recycling, and Techniques for Priming and recycling, I set out a four stage cycle for teaching reading:

A four stage methodology for reading
In Reading for Information, and Form focus and recycling, I have proposed a four stage methodology for teaching reading:

In my last article, Reading for Information: Motivating learners to read efficiently, I referred to four stages in a task-based reading lesson

This is the first in a series of four-articles which propose a four stage methodology for teaching reading.

If telling my students "And now we're going to practise listening," elicits looks of dread and fear, announcing reading practice can often elicit yawns, heads descending to desks, or eyes ascending heavenwards.

This article is the second of two parts. The first part looked at some of the shifts and trends in theories relating to reading. This second part will examine tips and guidelines for implementing a theory of reading which will help to develop our learner's abilities.

This article is in two parts. The first part will look at some of the shifts and trends in theories relating to reading. The second part will examine tips and guidelines for implementing a theory of reading which will help to develop our learner's abilities.

One of the key issues I've noticed in getting my elementary learners to read is that of self-confidence. When confronted with a reading text, particularly one that's authentic, or semi-authentic, it's easy for them to think;