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I
NTRODUCTION
aregivenattentionto.ThenextpartofChapter1concentratesontheessential
aspectofreadingcomprehension,thatisonwordrecognition,byoutliningits
variousmodelsandspecifcfeatures.Afterthat,amodelofreadingcomprehension
calledtheSimpleViewofReadingisanalysedanditslimitationsarepointedout.
Thefnalpartofthischapterdealswithreadingmotivation,thefactorfrequently
overlookedbythetheoreticalmodelsofreading,yetimportantfromthepointof
viewofareadinglearner.
Chapter2attendsspecifcallytotheearlyreadingdevelopmentinalphabetic
languages,focusingontheaspectsandknowledgewhichunderlietheabilitytouse
thealphabetinreading.First,theroleoflanguageunitsinreadinginalphabetic
languagesaswellasdifferencesinorthographicdepththataffectlearningtoread
areaddressed.Themainsourcesofdiffcultiesearlyreadersexperienceinreading
aretouchedupon.ThenextpartofChapter2delineatesthecomponentialviewof
reading,inparticulartheroleandimportanceofkeycomponentaspectsofreading,
suchasthealphabeticknowledge,phonologicalandphonemicawareness,grapheme-
phonemecorrespondences,aswellasvocabularyandcomprehension.Thefnal
partofChapter2concentratesonthediscussionofcommonlyadoptedapproaches
toteachingearlyreadinginEnglishasL1,includingcode-,andmeaning-based
approaches,andthebalancedapproach.
ThefocalpointofChapter3isthenatureofbecomingabilingualreader.Itaims
topinpointthemaindifferencesbetweenlearningasecondandaforeignlanguage,
andbetweenthedisproportionsinearlyreadingexperienceandlanguageexposure
ofL1andL2learners.Thesectionsthatfollowarededicatedtotheconnections
betweenL1andL2reading,inparticulartothelinguistictransferamongthe
lower-levelprocesses.Finally,thecontextofteachingreadinginEnglishtoPolish
primaryschoollearnersispresented,withthefocusonthedifferencesbetween
PolishandEnglishattheleveloforthographythataffecttheprocessoflearningto
readinEnglish.Furthermore,thecurrentinstructionalguidelinesofferedtoPolish
teachersofEnglishastothewaytheyshouldteachreadinginthatlanguageare
presented.Themostnoteworthydevelopmentsandmajorfndingsoftheresearch
inthefeldofearlyreadinginstructioninanL2orFLcontextarealsopresentedin
Chapter3.Theresearchstudiescomparingthedevelopmentofwordrecognition
componentsinL1andL2/FLareexamined,inparticularthesignifcanceof
phonologicalabilitiesinwordrecognition.Specialattentionisdrawntothefndings
oftheresearchintoL1-L2/FLtransferofwordrecognitioncomponents.Thelast
partofthischapterrecountstheresultsoftheempiricalstudiesparticularlyrelevant
totheresearchundertakenbytheauthoraspartofherdoctoralthesis.
Chapter4isdevotedtotheresearchstudythatformedpartoftheauthor’sdoctoral
thesis.Itoffersadetailedanalysisofthedesignofthestudy,outlinesitspurpose
aswellasdescribesthestudysettingandparticipants.Italsogivesanin-depth
descriptionofresearchinstruments,theproceduresanddatacollectionmethods.
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