Abstract
Abstract This study examined strategy use of biliterate third and fourth grade readers reading in Spanish and in English. Students read two stories, one in each language, presented one sentence at a time on a computer which automatically recorded their reading times. After reading, students reported the strategies they had used first in an interview and then on a checklist. Finally, comprehension was measured via retellings and multiple choice questions. Testing sessions in the two languages were conducted one week apart. Analyses revealed that students tended to report the same number of strategies whether reading in Spanish or English. Correlational analyses revealed that they tended to use the same types of strategies in the two languages. Reading times and gist recall on the retellings did not differ for the two languages, although students did answer more multiple choice questions correctly for the English stories. Reported strategy use was shown to be related to comprehension in both languages. The ...
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.