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 suitable for the type of dedicated reading course 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. Used selectively, it will provide much useful back-up to the present module; chapters 4-7 are especially relevant.

Brown, H D (1994) Teaching by Principles. An Interactive Approach to Language Pedagogy, Prentice Hall Regents, Englewood Cliffs, NJ, Chapter 16 'Teaching Reading', pp 283-318.
This section of Brown's user-friendly book on EFL/ESL teaching is an excellent introduction to research on L2 reading and to the practical insights that follow from this research. It looks at a range of strategies for reading comprehension and at ways to develop interactive reading techniques. It is especially good at distinguishing between the needs of learners at different levels of proficiency and provides sample reading texts exploited for use in the classroom.

Greenall, S and Swan, M (1986) Effective Reading. Reading Skills for Advanced Students, Cambridge University Press, Cambridge.
This book is aimed at EFL/ESL learners but its ideas can easily be adapted to the teaching of any foreign language. It provides a wealth of suggestions for developing learners' reading ability, emphasizing in particular the matching of activities to readers' needs. It provides a large number of authentic texts and a diverse range of accompanying classroom exercises and activities, while the accompanying Teacher's Book explains the rationale behind the exercises employed. The texts are beginning to date but the pedagogical principles are still very relevant.

Grellet, F (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. Following a succinct and readable introduction to ways of reading and reading strategies, the author provides over 220 pages of authentic texts and accompanying activities and exercises (all in English) grouped under such headings as 'Improving reading speed', 'From skimming to scanning', 'Organization of the text, 'Non-linguistic and linguistic responses to the text'. Always practical and relevant, if you assimilate even a fraction of the ideas here, you will revolutionize your use of texts in class.

Harmer, J (1991) The Practice of English Language Teaching, New Edition, Longman, Harlow, Chapter 10, 'Receptive Skills', pp 181-234.
A highly practical illustration of ways to train students in effective reading skills, embedded in a chapter devoted to both listening and reading in a foreign language. Using actual teaching materials and texts for the (EFL/ESL) classroom, the author demonstrates a range of approaches to, for example, reading for general understanding, for specific information and for detailed comprehension. Very effective in putting flesh on the bones of L2 reading theory.

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. The first half provides well written sections on L2 reading theory, word-attack skills and understanding discourse. In Part Three, which this module is particularly indebted to, teachers will find countless helpful ideas on selecting texts, structuring reading lessons, exploiting texts, devising reading tasks, formulating questions and testing reading. The book also provides sample lessons and a range of exploited texts for use in the (EFL/ESL) classroom and an extensive bibliography. A word of warning, however: the book assumes more time is available for L2 reading than normally applies in University foreign language courses in this country, so readers will need to be selective.

Sanderson, P (1999) Using Newspapers in the Classroom, Cambridge University Press, Cambridge.
A collection of over 130 practical and creative newspaper-based activities for teachers of general English and ESP. They are designed to be used with young-adult and adult learners from pre-intermediate to advanced levels, and show how to exploit the different features and sections of typical newspapers to good effect in the classroom.

Willis, J (1996) A Framework for Task-Based Learning, Longman, Harlow, Chapter 5 'Text-based tasks', pp. 66-85.
Part of a very accessible description of task-based language learning, this chapter includes thoughts on text selection and reading strategies as well as a wealth of ideas for working with written (and spoken) texts in class. Well worth reading if you are in need of practical inspiration.