The last few years have seen the publication of thought-provoking research on reading
skills, e.g. Khalifa and Weir (2008-9) and Grabe (2009). These studies indicate that the
effectiveness of the ‘subskills’ approach is in doubt, e.g. teaching learners how to skim
and read for gist. In this workshop we review the research evidence and consider the
implications for classroom teaching.
