Maestra en Ingls, Facultad de Lenguas, UNC

Seminario: Procesos en la lectura y en la escritura en lengua extranjera

Dra. Ana M. Morra, Mgtr. Mara Elisa Romano y Mgtr. Natalia V. Dalla Costa8, 9, 22 y 23 de mayo de 2015

LIST OF CONTENTS - READING PACK 20151. Alexander, P. & Fox, E. (2013). A Historical Perspective on Reading Research and Practice, Redux. In Alvermann, D., Unrau, N.J. & Ruddell, R. B. (Eds.), Theoretical models and processes of reading (sixth edition). Newark, DE: International Reading Association.

2. Eskey, D. & Grabe, W. (1988). Interactive models for second language reading: perspectives on instruction. In Carrell, P., J. Devine & D. Eskey (Eds), Interactive approaches to second language reading. Cambridge: CUP.

3. Carrell, P. (1988). Interactive text-processing: implications for ESL/second language reading classrooms. In Carrell, P., J. Devine & D. Eskey (Eds), Interactive approaches to second language reading. Cambridge: CUP.4. Devine, J. (1988). The relationship between general language competence and second language reading proficiency: implications for teaching. In Carrell, P., J. Devine & D. Eskey (Eds), Interactive approaches to second language reading. Cambridge: CUP.

5. Carrell, P. & Eisterhold, J. (1988). Schema theory and ESL reading pedagogy. In Carrell, P., J. Devine & D. Eskey (Eds), Interactive approaches to second language reading. Cambridge: CUP.6. Anderson, R. (2013). Role of the readers schema in comprehension, learning and memory. In Alvermann, D., Unrau, N.J. & Ruddell, R. B. (Eds.), Theoretical models and processes of reading (sixth edition). Newark, DE: International Reading Association.7. Bransford, J. (2004). Schema activation and schema acquisition: Comments on Richard C. Andersons remarks. In Ruddell, R. B. & N. J. Unrau (Eds.), Theoretical models and processes of reading (fifth edition). Newark, DE: International Reading Association.

8. Ruddell, R.B. & Unrau, N.J. (2013). Reading as a motivated meaning-construction process: The reader, the text and the teacher. In Alvermann, D., Unrau, N.J. & Ruddell, R. B. (Eds.), Theoretical models and processes of reading (sixth edition). Newark, DE: International Reading Association.

9. Koda, K. (2005). Developing strategic reading. In Koda, K., Insights into second language reading. A cross-linguistic approach. New York: CUP.

10. Nation, I.S.P. (2009). Assessing Reading. In Nation, I.S.P., Teaching ESL/EFL reading and writing. New York: Routledge.11. Schmar-Dobler, E. (2003). Reading on the Internet: The link between literacy and technology. ReadingOnline, www.readingonline.org.

12. Leu, D.; Kinzer, C.; Coiro; J.; Castek, J. & Henry, L. (2013). New literacies: A dual-level theory of the changing nature of literacy, instruction and assessment. In Alvermann, D., Unrau, N.J. & Ruddell, R. B. (Eds.), Theoretical models and processes of reading (sixth edition). Newark, DE: International Reading Association. 13. Grabe, W. & Stoller, F. (2002). Key studies en L2 reading. In Grabe, W. & Stoller, F., Teaching and researching reading. 14. Hayes, J. (2002). A new framework for understanding cognition and affect in writing. In Indrisano, R & J. R. Squire (Eds.), Perspectives on writing: Research, theory and practice. Newark, DE: The International Reading Association.

15. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 3, 148-164.

16. Hayes, J. (2012). Modeling and remodeling writing. Written Communication, 29, 3, 369-388.17. Hyland, K. (2003). Texts and materials in the writing class. In Hyland, K., Second language writing. Cambridge: CUP.

18. Hyland, K. (2003). Tasks in the L2 writing class. In Hyland, K., Second language writing. Cambridge: CUP.

19. Ferris, D. & Hedgecock, J. (2014). Response to student writing: Issues and options for giving and facilitating feedback. In Ferris, D. & Hedgecock, J., Teaching L2 composition. Purpose, process and practice. New York: Routledge. 20. Ferris, D. & Hedgecock, J. (2014). Improving accuracy in student writing: Error treatment in the composition class. In Ferris, D. & Hedgecock, J., Teaching L2 composition. Purpose, process and practice. New York: Routledge.21. Hyland K. & Hyland, F. (2006). Contexts and issues in feedback on L2 writing: An introduction. In Hyland, K. & F. Hyland (Eds.), Feedback in second language writing. Cambridge: CUP.

22. Ware P.D. & Warschauer, M. (2006). Electronic feedback and second language writing. In Hyland, K. & F. Hyland (Eds.), Feedback in second language writing. Cambridge: CUP.

23. Stevenson, M. & Phakiti, A. (2014). The effects of computer-generated feedback on the quality of writing. Assessing Writing, 19, 51-65.

24. Pearson Casenave, C. (2014). Paths to improvement. In Pearson Casenave, C., Controversies in second language writing. Dilemmas and decisions in research and instruction. Michigan: The University of Michigan Press.

25. Kern, R. (2000). Notions of Literacy. In Kern, R. Literacy and language teaching. Oxford: OUP.26. Kern, R. (2000). Computers, language, and literacy. In Kern, R. Literacy and language teaching. Oxford: OUP.27. Johns, A. (1997). Literacy and pedagogy. Three views. In Johns, A. Text, role and context. Developing academic literacies. Cambridge: CUP.28. Canagarajah, S. (2005). Teaching multiliteracies. In Canagarajah, S., Critical academic writing. Michigan: The University of Michigan Press.29. Grabe, W. (2003). Reading and writing relations: Second language perspectives on research and practice. In Kroll, B. (Ed.), Exploring the Dynamics of Second Language Writing. Cambridge: CUP. 30. Parodi, G. (2013). Reading-writing connections: Discourse-oriented research. In Alvermann, D., Unrau, N.J. & Ruddell, R. B. (Eds.), Theoretical models and processes of reading (sixth edition). Newark, DE: International Reading Association.31. Polio, C. (2003). Research on second language writing: An overview of what we investigate and how. In Kroll, B. (Ed.), Exploring the Dynamics of Second Language Writing. Cambridge: CUP.

32. Hirvela, A. (2007). An overview of reading-writing connections. In Hirvela, A., Connecting reading and writing in second language writing instruction. The University of Michigan Press: Ann Arbor.

33. Hirvela, A. (2007). Reading to write. In Hirvela, A., Connecting reading and writing in second language writing instruction. The University of Michigan Press: Ann Arbor.

34. Hyland, K. (2002). Research practices and research issues. In Hyland, K., Teaching and researching writing. London: Longman.

35. Morra, A. M. & Romano, M.E. (2009). University students reactions to guided peer feedback of EAP compositions. Journal of College Literacy and Learning, vol. 35, 19-30.

36. Morra, A. M. & Ass, M.I. (2009). The effect of audio and written teacher responses on EFL student revision. Journal of College Reading and Learning, 39, 68-82.

37. Dalla Costa, N. (2009). EFL literacy instruction: Integrating strategic reading and academic writing. In Morra, A. M. (Ed.), English for academic purposes and language skills. Coleccin Lecturas del Mundo, N 2. Facultad de Lenguas, UNC/ Editorial El Copista.

38. Morra, A. M. & Dalla Costa, N. (2011). El efecto de la enseanza basada en la pedagoga del gnero en la escritura del resumen anlisis. VI Congreso Internacional Ctedra UNESCO para el mejoramiento y la equidad de la educacin en Amrica Latina con base en la lectura y la escritura. Universidad del Norte, Barranquilla.