Opportunities and obstacles in bilingual reading
This research examines the strategic reading processes of eight bilingual Hispanic children who are good English readers. For comparative purposes, a smaller sample of good monolingual Anglo readers and of poor bilingual Hispanic readers is also included. The major objective of this study was to answer the question of how bilingualism and biliteracy affect metacognition. Data were gathered using unprompted and prompted think alouds, interviews, a measure of prior knowledge, and passage recalls. Preliminary analysis resulted in the identification of nineteen cognitive and metacognitive strategies that were used and/or identified by the student participants.
Education, Language and Literature, Education, Bilingual and Multicultural, Education, Reading, Education, Curriculum and Instruction
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign