Advanced Reading Power is unlike
most other reading textbooks. First, the focus is different. This book directs
students' attention to their own reading processes, while most other books
focus primarily on the content. Second, Advanced Reading Power is organized in
a different way. It contains four separate sections that correspond to four
important aspects of proficient reading, and therefore it is like four books in
one. Teachers should assign work on all four parts of the book concurrently. The
four parts of Advanced Reading Power are:
• Part 1: Extensive
Reading
• Part 2:
Vocabulary
Building
• Part 3: Comprehension Skills
• Part 4:
Reading Faster
Advanced Reading Power was
designed to meet the needs of students who are enrolled in pre-college programs,
college bridge programs, or advanced reading classes at the postsecondary level.
Consequently, emphasis has been placed on the development of skills necessary
for academic success, including building academic vocabulary. The purpose of
Advanced Reading Power is to develop students' awareness of their own reading
and thinking processes so that they can be successful in reading college-level
texts. To accomplish this, the book addresses the various reading skills in a
direct manner, calling students' attention to how they think as they read. Many
students have a conceptualization of reading as translating, and that can interfere
with their ability to read well in English. In Advanced Reading Power, students
acquire an accurate understanding of what it means to read in English and gain
confidence in their ability to deal with college-level reading assignments. In
order to allow students to focus on the process of reading, the lexical and
syntactic content of some exercises has been controlled. In other exercises, however,
students practice working with authentic texts of different types, including
excerpts from college textbooks. Student awareness of reading and thinking
processes is further encouraged in many parts of the book by exercises that
require them to work in pairs or small groups. In discussions with others, students
formulate and articulate their ideas more precisely and thus acquire new ways
of talking and thinking about a text. When students are asked to write
sentences or paragraphs, they are also asked to exchange their work with others
and discuss it so they can experience the connections between reading and
writing.
Other levels:
Basic Reading Power
More Reading Power
Reading Power