Aebersold, J A and Field, M L (1997) From Reader to Reading Teacher. Issues and Strategies for Second Language Classrooms, Cambridge University Press, Cambridge.
This book is aimed primarily at novice teachers of a second language and focuses on teaching approaches on the type of dedicated reading courses found in many ESL programmes in the USA. Nevertheless it is of relevance to the very different British foreign language teaching context too, linking reading theory to classroom practice most effectively. It extends the approach used in Module 1 of the DELPHI programme by encouraging readers to explore their own assumptions about reading. It then shows how to select appropriate reading activities and plan reading lessons.

Alderson, C J (1984) Reading in a foreign language: a reading problem or a language problem?, in Reading in a Foreign Language, ed C J Alderson and A H Urquhart, pp 1-27, Longman, London.
Although it obviously does not cover reading research carried out over the past two decades, this is nevertheless a very helpful introduction to the question of what makes a good L2 reader, in particular the role played by general reading strategies, on the one hand, and foreign language proficiency on the other. This accessible paper is central to the task set in section 7.1.2 and is well worth reading in full.

Alderson, C J and Urquhart, A H (eds) (1984) Reading in a Foreign Language, Longman, London.
This volume of collected essays remains one of the most interesting and informative on the topic. It presents insights from experimental research and reading theory on the role of the reader, the text and interaction between reader and text. The Introduction ('What is reading?') and Chapter 1 (see previous item) are essential texts but there is much of interest elsewhere in the volume. The 'Postscripts' on each chapter seek to draw out pedagogical concerns and make especially interesting reading.

Carrell, P L, Devine, J and Eskey, D E (eds) (1988) Interactive Approaches to Second Language Reading, Cambridge University Press, Cambridge.
A collection of papers on theory, research and classroom applications in L2 reading which promotes reading as an interaction of 'top-down' and 'bottom-up' processes. Some of the papers are rather specialized in their focus but well over half are of relevance to the teaching of L2 reading.

Day, R R and Bamford, J (1998) Extensive Reading in the Second Language Classroom, Cambridge University Press, Cambridge.
The most comprehensive survey available of the topic which makes out an effective case for reading large amounts of material as a way of helping students learn to read and improve their overall foreign language proficiency. It provides ideas on how to integrate extensive reading into the L2 curriculum, select suitable materials and record and evaluate students' progress.

Dubin, F and Olshtain, E (1990) Reading By All Means. Reading Improvement Strategies for English-Language Learners, new edition, Addison-Wesley, Reading, Mass.
A collection of thematically related readings including examples of different writing styles. Although aimed at ESL students, the exercises bracketing each reading provide a number of useful ideas for supporting students' reading which will be of interest to all L2 teachers.

Grabe, W and Stoller, F (2002) Teaching and Researching Reading, Longman, London.
An up-to-date survey of research into L1 and L2 reading which seeks to link research findings to good classroom practice. It also, uniquely, provides advice on how to set up action research into reading. It further features a full resources section.

Grellet, Françoise (1981) Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises, Cambridge University Press, Cambridge.
Even after more than 20 years this handbook, aimed at language teachers who want to develop their own L2 reading materials, remains a classic of its kind. The greater part of the book (over 220 pages) provides authentic texts and accompanying activities and exercises (all in English). However, there is also a succinct and readable introductory section on ways of reading and reading strategies, in which the author provides a very useful classification of reading comprehension exercises. If you want a quick, accessible overview, this Introduction is a must.

Hoey, M (1991) Patterns of Lexis in Text, Oxford University Press, Oxford.
Those interested in finding out more about cohesion and coherence are recommended to read Chapter 1 of this book which provides a handy review of the basic work done on cohesion in English by Hasan and others. However, be warned: the rest of the book presents a new theory of lexical cohesion which becomes very detailed in places.

Nuttall, C (1996) Teaching Reading Skills in a Foreign Language, 2nd edn, Heinemann, London.
Still the most useful and accessible book-length study of all aspects of foreign language reading. For the purposes of the present module, the first two parts of the book are the most relevant, providing well-written sections on L2 reading theory, word-attack skills and understanding discourse, although some readers may find the latter two slightly heavy going. A particular strength is the way texts in the Appendix are used to illustrate the strategies discussed in the body of the text. Also includes a full bibliography.

The journal Reading in a Foreign Language contains numerous articles directly related to the practice of L2 reading and several key theoretical studies into such issues as extensive reading, the use of graded L2 readers, the role of vocabulary in L2 reading, etc.