This volume, through a detailed treatment of the cognitive processes that
support reading, explains how reading really works. It offers a thorough
overview of important and current research, including first language research,
which is not often found in second language acquisition (SLA) publications.
This book is a true example of applied linguistics; it makes well-defined
linkages between theory and practice, discussing the implications and
applications of second language reading theories on instructional practices. It
is a valuable resource and reference for action researchers, curriculum
designers, teachers, administrators, and those interested in exploring
theoretical issues grounded in instructional contexts.