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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education, Language and Literature

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Jimenez, Robert T.

Contributors dc:contributor

• Garcia, Georgia E.
• Pearson, P. David

• Education, Language and Literature
• Education, Bilingual and Multicultural
• Education, Reading
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1992 Jimenez, Robert Thomas

Language dc:language

eng

Identifier

AAI9236489
(UMI)AAI9236489

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23718