Vol. 12 No. 2 (2018)

Special issue on reading and metacognition in the subject of English. ‘Everybody loves a good story’: Reading for pleasure, reading for understanding: Reading and metacognition in the English Language Classroom

Published: 2018-06-15

Editorial

“Reading for pleasure, reading for understanding: Reading and metacognition in the English language classroom”

Jane M. Ekstam, Karen Sue Patrick Knutsen

Art. 1, 9 sider
- PDF

Thematic articles

Reading and the Profession: On the Literary Education of English School Teachers

Katherina Dodou

Art. 2, 17 sider
- PDF
Understanding the Psychological Reading Process: Preparing Pre-service ESL Teachers to Become Reading Teachers

Karen Sue Patrick Knutsen

Art. 3, 22 sider
- PDF
Comparing first and second language reading: the use of metacognitive strategies among Norwegian students

Nicole Louise Busby

Art. 4, 27 sider
- PDF
An Intertextual Approach to Reading Literary Texts in English in Teacher Education

Annelise Brox Larsen

Art 5, 17 sider
- PDF
Challenges and possibilities in educating EFL reading teachers

Juliet Hilary Munden

Art. 6, 20 sider
- PDF
Metacognition and Reader Response: the use of reading logs in the envisionment-building classroom

Jane Ekstam

Art. 7, 27 sider
- PDF
Djupläsning och lässtrategier

Mary Ingemansson

Art. 8, 14 sider
- PDF (Norsk Bokmål)
Extensive reading in primary school EFL

Anna Birketveit, Hege Emma Rimmereide, Monika Bader, Linda Fisher

Art. 9, 23 sider
- PDF (Norsk Bokmål)
Reading in the second language classroom: Consideration of first language approaches in second language contexts

Ion Drew

Art. 10, 19 sider
- PDF
Promoting metalinguistic awareness in a classroom to improve reading comprehension: Examples from Roald Dahl’s novel The BFG

Beck Sinar

Art. 11, 22 sider
- PDF
The Visual, the Verbal, and the Very Young: A Metacognitive Approach to Picturebooks

Björn Sundmark

Art. 12, 17 sider
- PDF
Å lese film

Britt W. Svenhard

Art. 13, 16 sider
- PDF (Norsk Bokmål)