1996
DOI: 10.1598/rrq.31.1.5
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The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles

Abstract: S This research examines the strategic reading processes of 8 bilingual Latina/o children who were identified as successful English readers. For comparative purposes, two smaller samples were included—3 monolingual Anglo students who were successful English readers and 3 bilingual Latina/o students who were less successful English readers. The major objective of this study was to explore the question of how bilingualism and biliteracy affect metacognition. Data were gathered using both unprompted and prompted … Show more

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Cited by 342 publications
(253 citation statements)
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References 33 publications
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“…If they were reading a text in English that dealt with the solar system, they would consciously and specifically recall having read Spanish-language text covering the same or a similar topic. In contrast, low-and average-performing bilingual students have much more difficulty knowing when and how to make connections between their two languages; in fact, they appear to view their two languages as mutually disparate and even antagonistic systems (Jimenez, Garcia, & Pearson, 1996).…”
Section: The Potential Of Transfermentioning
confidence: 97%
“…If they were reading a text in English that dealt with the solar system, they would consciously and specifically recall having read Spanish-language text covering the same or a similar topic. In contrast, low-and average-performing bilingual students have much more difficulty knowing when and how to make connections between their two languages; in fact, they appear to view their two languages as mutually disparate and even antagonistic systems (Jimenez, Garcia, & Pearson, 1996).…”
Section: The Potential Of Transfermentioning
confidence: 97%
“…Farklı konu alanlarında ve öğrenme düzeylerinde yapılan araştırmalarda başarılı öğrenenlerin başarısız öğrenenlere göre daha fazla öğrenme stratejileri kullandıkları (Jimenez, Garcia ve Pearson, 1996;Medo, 2000;Phakiti, 2003) saptanmıştır. Bu durumun başarılı öğrencilerin akademik benliklerine olumlu yansıyacağı, bununda öğrencilerin akademik başarılarına anlamlı katkı sağlayacağı düşünülebilir.…”
Section: Discussionunclassified
“…E. García, 2000;Jiménez, Garcia, & Pearson, 1996;Moll, Sáez, & Dworin, 2001;Reyes, 1992;Saville-Troike, 1994;Skutnabb-Kangas & Toukomaa, 1976; Van den Branden, 2000;Verhoeven, 1994;Weber & Longhi-Chirlin, 2001), as is the relatively poor academic achievement of students served in transitional bilingual education and pull-out English as a Second Language (ESL) programs (Thomas & Collier, 1997). Furthermore, research on classroom communication and instruction in all-English settings illustrates the ways in which multilingual students are often shortchanged (Harklau, 1994;Kleifgen & Saville-Troike, 1992;Lucas & Katz, 1994;Moll, Estrada, Diaz, & Lopes, 1980;Tsai & García, 2000;Willett, 1995).…”
Section: Multilingual Students In"mainstream" Settingsmentioning
confidence: 99%