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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.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading strategies of good and average bilingual readers of Chinese and Spanish backgrounds./
作者:	Quiroz, Geissel.
面頁冊數:	97 p.
附註:	Source: Masters Abstracts International, Volume: 54-02.
Contained By:	Masters Abstracts International54-02(E).
標題:	Reading instruction. -
電子資源:	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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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.
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