With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience with academic tasks, and many additionally struggle with low metacognitive awareness, limited or low reading fluency, limited vocabulary, and difficulty understanding text organization. This article will present a research-informed website, A Teacher's Guide to Academic Reading, designed for teachers preparing ESL learners for the demands and difficulties of university reading. A Teacher's Guide to Academic Reading specifically informs teachers of academic reading demands and provides resources to help their learners develop fluent reading skills, critical reading skills, and general academic skills.
College and Department
Humanities; Linguistics and English Language
BYU ScholarsArchive Citation
Stone, Rebecca Jean, "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners" (2013). Theses and Dissertations. 3882.
academic reading, reading purposes, reading demands, reading difficulties, reading tasks, reading strategies, fluency, critical analysis