A Qualitative Study of Poor and Good Bilingual Readers’ Strategy Use in EFL Reading

By Eleni Griva, Anastasia Alevriadou and Athina Geladari.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The present study provides insight into the strategies utilized by bilingual students while reading texts in a foreign language. Thirty three bilingual students of 4th, 5th and 6th elementary school grades, learning English as a foreign language, participated in the study. The study employed a qualitative approach of data collection and analysis using student interviews and think-aloud reports to investigate the range of reading strategies employed, as well as to understand bilingual students’ reading sub- processes. The results indicated that there was a clear developmental pattern: Older readers were becoming more efficient in using a combination of cognitive and metacognitive strategies for constructing meaning than younger ones. In addition, poor bilingual readers employed a wider range of reading strategies and followed a top – down reading process compared to poor ones who employed basically ‘bottom-up’ strategies and had limited awareness of their reading comprehension. The results of the study accord with previous ones highlighting the importance of strategy identification and suggesting for strategy instruction to help bilingual students become more successful readers.

Keywords: Reading Strategies, Bilingual Children, Poor Readers, Think-aloud Process

The International Journal of Learning, Volume 16, Issue 1, pp.51-74. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.489MB).

Dr. Eleni Griva

Lecturer, Department of Primary Education, School of Education, University of Western Macedonia, Florina, Greece

Eleni Griva is a Lecturer at the University of Western Macedonia – Greece. She teaches: ‘Methodology of teaching a second/foreign language’, ‘Teaching reading and writing’, ‘Bilingualism’ at the Faculty of Education. She has published a lot of articles in Greek and international journals on these issues and she has participated in many European and International conferences.

Dr. Anastasia Alevriadou

ASSISTANT PROFESSOR, SCHOOL OF EDUCATION, DEPARTMENT OF EARLY CHILDHOOD EDUCATION, University of Western Macedonia, FLORINA, Greece

She is an Assistant Professor of Psychology of Special Education in the University of Western Macedonia – Greece. She teaches: ‘Teaching Special Education’, ‘Developmental Psychopathology’, ‘Learning Disabilities’. She has published more than 50 articles in Greek and international journals on these issues and she has participated in many European and International conferences.

Athina Geladari

POSTGRADUATE STUDENT, SCHOOL OF EDUCATION, DEPARTMENT OF PRIMARY EDUCATION, University of Western Macedonia, FLORINA, Greece

She is a teacher in Primary Education and a postgraduate student (Faculty of Education - UNIVERSITY OF WESTERN MACEDONIA). She has participated in some European conferences and in some research projects concerning learning and teaching second/foreign languages.

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