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|
Lecturer, Department of Primary Education, School of Education, University of Western Macedonia, Florina, Greece
ASSISTANT PROFESSOR, SCHOOL OF EDUCATION, DEPARTMENT OF EARLY CHILDHOOD EDUCATION, University of Western Macedonia, FLORINA, Greece
POSTGRADUATE STUDENT, SCHOOL OF EDUCATION, DEPARTMENT OF PRIMARY EDUCATION, University of Western Macedonia, FLORINA, Greece
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