A web site for the developing language teacher

The importance of predicting and interacting
with texts in developing learners reading skills
by Malgorzata Bryndal
- 4

5. Conclusions

Having done research for this paper I have realised that teaching reading should aim to build learners’ ability to engage in purposeful reading and to adopt a range of reading styles necessary for interacting successfully with authentic (or simulated authentic) texts. This implies developing the learners’ linguistic competence in English and knowledge about the world. It also implies developing confidence in using this knowledge to create meaning from a text. Both competence and confidence involve preparation and practice in the supportive environment of the classroom and persuasion to carry on reading in English outside the classroom.


Carrell, P.L., Eisterhold, J.C. (1988) Schema theory and ESL reading pedagogy. In Carrell, P.L., Devine, J., Eskey, D., (Eds.) Interactive approaches to second language reading. (pp. 73 – 100)
Carrell, P.L. (1987) Content and formal schemata in ESL reading TESOL Quarterly, 21, 461-481.
Clanfield, L. (2005) Text in language classrooms: TALO, TAVI and TASP.
Cook, G. (1989) Discourse in language teaching. A scheme for teacher education. OUP.
David, M.K., Norazit, L. (2000) Selection of Reading Texts: Moving Beyond Content Schemata. Literacy Across Cultures, Spring/Summer 2000 4/1.
Ellis, R. (Unpublished) The Reading Skill. Unpublished article written for the IH teacher training department.
Grellet F. (1981)Developing Reading Skills. CUP
Harmer, J. (2001)The practice of English language teaching. Longman.
Hedge, T. (2000)Teaching and Learning in the Language Classroom. OUP
Klein, M.L., Peterson, S., Simington, L. (1991). Teaching Reading in the Elementary Grades. Needham Heights, Mass.: Allyn and Bacon.
McDonough, J., Shaw, C. (2003) Materials and methods in ELT – A teacher’s guide. IInd edition. Blackwell Publishing.
McCarthy, M., (1991) Discourse Analysis for Language Teachers. CUP.
Munby, J. (1978) Communicative syllabus design. Cambridge: CUP.
Nation, P. (1997) The language learning benefits of extensive reading. The language Teacher Online, May, 1997.
Nunan, D. (1991)Language Teaching Methodology – A textbook for teachers. Prentice Hall.
Nuttal, C. (1982) Teaching reading skills in a foreign language. London: Heinemann.
Singhal, M. (1998) A comparison of L1 and L2 Reading: Cultural Differences and Schema. The Internet TESL Journal, Vol. IV, No. 10., October 1998.
Stanley, G. (2005) Extensive reading.
Vaezi, S. (2005) Theories of reading. Iranian Language Institute Language Teaching Journal, Vol.1, No.1, Spring 2005. Republished on the Internet
White, V. R. (1981) Reading. In: Johnson, K., Morrow, K. (eds.) Communication in the Classroom. London: Longman.


Małgorzata Bryndal has been involved in English language teaching for ten years.  She has taught in schools in Poland and the UK.  From 2005 she has been an Assistant Examiner for Cambridge ESOL upper main suite examinations and an Oral Assessor for Cambridge ESOL Skills for Life speaking and listening exam.  She is currently working for English in Chester and occasionally as freelance interpreter and translator.


Małgorzata’s qualifications include a PhD in Linguistics from Adam Mickiewicz University in Poznan, Poland; an MA in Linguistics and Information Science from Adam Mickiewicz University in Poland, the RSA Cambridge Diploma (DELTA), and the RSA CELTA (A).
Her professional interests include teacher development and teacher training, L1& L2 phonology and idiomaticity.
You can contact Małgorzata at:

To the beginning of the article

To the lesson plan

To the print friendly version

Back to the articles index

Back to the top

Tips & Newsletter Sign up —  Current Tip —  Past Tips 
Train with us Online Development Courses    Lesson Plan Index
 Phonology — Articles Books  LinksContact
Advertising — Web Hosting — Front page

Copyright 2000-2016© Developing