Abstract
Abstract There has been a great deal of emphasis on the teaching of thinking skills. For many second language learners, however, instruction in the use of cognitive strategy is almost nonexistent. Research identifying cognitive reading strategies used by second language learners has revealed a variety of strategies that students use to comprehend text. The identification of cognitive reading strategies has contributed to the development of instructional programs which teach students to use these strategies. The present study investigated the extent to which two instructional approaches (i.e., Question-Answer Relationships and Reciprocal Teaching) enhance Hispanic bilingual students use of cognitive reading strategies. The results indicated differences in the use of cognitive reading strategies by grade and treatment group.
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