Applied linguistics perspective in developing reading material

  • Çağrı Kaygısız University of Turkish Aeronautical Association
Keywords: Applied linguistics, Material development, Reading instruction


Language teaching is a skill-based teaching aiming at the development of language skills and teaching tools are one of the important components of the teaching process in terms of the elements that will enable to increase the knowledge and experience related to the skill intended to be developed as the input source. Therefore, teaching tools should be designed in a way that allows access to the targeted development level, taking into account the nature of the intended skill area and the nature of language processing. As known, reading is a process of mental decoding, where many processes related to each other are performed simultaneously in order to gain access to the deep meaning of the text from the moment the interaction begins and this process is based on the background knowledge of the individual's experiences and the mechanics of the language components. Accordingly, for the development of reading skills, knowledge of phonological, semantic, morphological, and syntactic systems must be fully acquired, and these systems must function in integrated manner. In this respect, the teaching tools prepared for the purpose of developing reading skills should be designed in accordance with the principles of general training material’s development and taking into account the structure of the reading action itselft. In this sense, the aim of the study is to provide a theoretical perspective on the possible qualifications of the teaching tools that will be used for the development of reading skill, based on the studies of the field of applied linguistics related to the reading comprehension process.


Download data is not yet available.


Badre, D. (2008). Cognitive control hierarchy and rosto-caudal organization of frontal lobes. Trends in Cognitive Science, 12(5), 193-200. DOI:

Bloom, B. S. (2016). İnsan nitelikleri ve okulda öğrenme (2 ed.). (Trans.D. A. Özçelik.) Ankara: Pegem Akademi.

Bruner, J. S. (1957). Going beyond the information given. In J. S. Bruner, E. Brunswik, L. Festinger, F. Heideger, K. F. Meuzinger, C. E. Osgood, & D. Rapaport (eds.), Contemporary approaches in cognition (pp. 41-69). Cambridge, Massachusetts: Harward University Press.

Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology and instruction (4th ed.). Upper Saddle River, New Jersey: Ohio: Pearson.

Carlisle, J. F. (2000). Awareness of the structure and meaning of morphological complex words: Impact on reading. Reading and writting: An Interdisciplinary Journal, 12, 69-190.

Davis, A. (1999). An introduction to applied linguistics from practice to theory. Edinburg: Edinburg University Press.

Fuchs, L., Fuchs, D., Hops, M., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence. Scientific Studies of Reading, 5(3), 239-256. DOI:

Goldman, R. S., & Rakestraw, J. A. (2000). Structural aspects of constructing meaning from text. In L. K. Michael, B. M. Peter, P. P. David, & B. Rebecca (eds.), Handbook of reading research (vol. 3, pp. 311-335). New York - London: Routledge.

Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading (2nd ed.). London - New York: Routledge.

Jolly, D., & Botilho, R. (2011). A framework for materials writing. In B. Tomlinson (ed.), materials development in language teaching (2nd ed., pp. 90-115). Cambidge: Cambridge University Press.

Kintsch, W., & Kintsch, E. (2005). Comprehension. In G. P. Scott, & A. S. Steven (eds.), Reading comprehension and assessment (pp. 71-92). London: Lawrence Erlbaum Associates Publisher.

Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading comprehension. Journal of Educational Psychology, 100(2), 310-321. DOI:

Kuhn, M., & Stahl, S. A. (2003). Fluency: A rewiev of developmental and remedial practices. Journal of Educational Psychology, 95, 3-21. DOI:

Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading and Writing Quartery, 13(2), 123-146. DOI:

Maley, A., & Prowse, P. (2013). Reading. In B. tomlinson (ed.), Applied linguistics and materials development (pp. 165-182). London: Bloomsbury Academic.

Mcgrath, I. (2016). Material evaliation and desing for language teaching (2nd ed.). Edinburg: Edinburg University Press.

Mclean, S., & Rouault, G. (2017). The effectiveness and efficiency of extensive reading at developing reading rates. System(70), 92-106. DOI:

Nagy, W. E., & Scott, J. A. (2009). Vocabulary processess. In L. K. Michael, B. M. Peter, P. P. David, & B. Rebecca (eds.), Handbook of reading research (vol 3, pp. 269-284). New York - London: Routledge.

Pearson, P. D. (2009). The roots of reading comprehension instruction. In S. E. Israel, & G. G. Duffy (eds.), Handbook of research on reading comprehension (pp. 3-33). New-York - London: Routledge.

Peçenek, D. (2005). Yabancı dil öğretiminde araç geliştirme. Dil Dergisi(129), 85-95.

Posner, M. L., & Synder, C. R. (1975). Facilitation and ınhibition in the processing of signals. In p. m. rabbitt, & s. dornic (eds.), Attention and performance v (pp. 669-682). London: Academic Press.

Sager, J. G. (1997). Text types and translation. In A. Trosborg (ed.), Text typology and translation (pp. 25-41). Amsterdam - Philadelphia: John Benjamins Publishing Company.

Schreuder, R., & Baayen, R. H. (1995). Modeling morphological processing. In L. B. Fieldman (ed.), Morphological aspects of language processing (pp. 131-154). Hillsdale, Nj: Erlbaum.

Smith, E., & Kosslyn, E. (2013). Cognitive psychology mind and brain. Uppersadle River: Pearson.

Smith, C. (2003). Modes of discourse the local structure of text. Cambridge. Cambridge University Press.

Stanovich, K. E., & Stanovich, P. J. (1995). How research might inform the debate abouth early reading acquisition. Journal of Research Reading, 18(2), 87-105. DOI:

Stillar, G. F. (1998). Analyzing everyday texts: Discourse, rheotoric and social perspectives. London - New Delhi: Sage Publication Inc.

Tomlinson, B. (2001). Materials development. In R. Carter, & D. (eds.), The cambridge guide to teaching to speakers of other languages (pp. 66-71). Cambridge: Cambridge University Press.

Tomlinson, B. (2011). Materials development in language teaching In ın B. Tomlison (ed.), Introduction: Principles and procedures of materials development (2nd ed., pp. 1-31). Cambridge: Cambridge University Press.

Tomlison, B. (2013a). Introduction: Are materials developing? In B. Tomlinson (ed.), Developing materials for language teaching (2nd ed., pp. 1-17). London: Bloomsbury Academic.

Tomlinson, B. (2013b). Second language acquisition and material developmet. In B. Tomlinson (ed.), Applied linguistics and material development (pp. 11-29). London: Bloomsbury Academic.

Tomlinson, B. (2013c). Developng principled framework for material development. In B. Tomlinson (ed.), Developing material for language teaching (pp. 95-118). London: Bloomsbury Academic.

Tunmer, W. E., & Nichols, T. (2011). The development and teaching of word recognition skills. In L. K. Michael, P. P. David, B. M. Elizabeth, & P. A. Peter (eds.), Handbook of Reading Research (vol 4, Pp. 405-431). New York: Pearson.

Wolf, M. (2008). Roust and squid: The story of science of the reading brain. Cambridge: Icon Book.

Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239. DOI:

How to Cite
Kaygısız, Çağrı. (2019). Applied linguistics perspective in developing reading material. Pegem Eğitim Ve Öğretim Dergisi, 9(4), 1063-1080.