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Reading strategies of good and avera...

Quiroz, Geissel.

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Reading strategies of good and average bilingual readers of Chinese and Spanish backgrounds.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading strategies of good and average bilingual readers of Chinese and Spanish backgrounds./
Author:	Quiroz, Geissel.
Description:	97 p.
Notes:	Source: Masters Abstracts International, Volume: 54-02.
Contained By:	Masters Abstracts International54-02(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1570581
ISBN:	9781321394412

Reading strategies of good and average bilingual readers of Chinese and Spanish backgrounds.
Quiroz, Geissel.

Reading strategies of good and average bilingual readers of Chinese and Spanish backgrounds. - 97 p.

Source: Masters Abstracts International, Volume: 54-02.

Thesis (M.A.)--University of Toronto (Canada), 2014.

The current study examined the reading strategies of 19 bilingual undergraduate students who varied in reading proficiency (good or average) and language background (Chinese or Spanish). Using the think-aloud method, students' reading strategies were measured and compared to determine whether strategy use differed as a function of reading proficiency, language background, and/or text level. Semi-structured interviews were also conducted to corroborate the findings obtained from the think-aloud protocols. Results from this study suggest that reading proficiency affects strategy use at the syntactic level, whereas language background affects strategy use at the vocabulary level. These findings have significant implications in education, particularly in the area of English language teaching. Students should be encouraged to use their first language reading skills when reading English text, as it facilitates their comprehension and improves their English literacy development.

ISBN: 9781321394412Subjects--Topical Terms:

2122756
Reading instruction.

Reading strategies of good and average bilingual readers of Chinese and Spanish backgrounds.
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100 1 $a Quiroz, Geissel. $3 3180990
245 1 0 $a Reading strategies of good and average bilingual readers of Chinese and Spanish backgrounds.
300 $a 97 p.
500 $a Source: Masters Abstracts International, Volume: 54-02.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2014.
520 $a The current study examined the reading strategies of 19 bilingual undergraduate students who varied in reading proficiency (good or average) and language background (Chinese or Spanish). Using the think-aloud method, students' reading strategies were measured and compared to determine whether strategy use differed as a function of reading proficiency, language background, and/or text level. Semi-structured interviews were also conducted to corroborate the findings obtained from the think-aloud protocols. Results from this study suggest that reading proficiency affects strategy use at the syntactic level, whereas language background affects strategy use at the vocabulary level. These findings have significant implications in education, particularly in the area of English language teaching. Students should be encouraged to use their first language reading skills when reading English text, as it facilitates their comprehension and improves their English literacy development.
590 $a School code: 0779.
650 4 $a Reading instruction. $3 2122756
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
650 4 $a Educational psychology. $3 517650
690 $a 0535
690 $a 0282
690 $a 0441
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710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 3168339
773 0 $t Masters Abstracts International $g 54-02(E).
790 $a 0779
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1570581