The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading Academic Article

abstract

• There has been a great deal of emphasis on the teaching of thinking skills. For many second language learners, however, instruction in the use of cognitive strategy is almost nonexistent. Research identifying cognitive reading strategies used by second language learners has revealed a variety of strategies that students use to comprehend text. The identification of cognitive reading strategies has contributed to the development of instructional programs which teach students to use these strategies. The present study investigated the extent to which two instructional approaches (i.e., Question-Answer Relationships and Reciprocal Teaching) enhance Hispanic bilingual students use of cognitive reading strategies. The results indicated differences in the use of cognitive reading strategies by grade and treatment group. 1992, Taylor & Francis Group, LLC.

authors

• Padron, Yolanda

published proceedings

• Bilingual Research Journal

author list (cited authors)

• Padrn, Y. N.

citation count

• 25

complete list of authors

• Padrón, Yolanda N

publication date

• July 1992

publisher

• Taylor & Francis  Publisher

published in

• Bilingual Research Journal  Journal

keywords

• 4 Quality Education
• Basic Behavioral And Social Science
• Behavioral And Social Science

Digital Object Identifier (DOI)

• 10.1080/15235882.1992.10162636

start page

• 35

end page

• 51

volume

• 16

issue

• 3-4

URL

• http://dx.doi.org/10.1080/15235882.1992.10162636

user-defined tag

• 4 Quality Education