Reading in Spanish and English

A Comparative Study of Processing Strategies

Bibliographic Data

ID15016497
AuthorsRobert Pritchard (0000-0003-3782-3249, California State University, Sacramento, corresponding author), Susan O'Hara, Susan O’Hara (California State University System, corresponding author)
Year2008
Volume51
Issue8
Pages630-638
Publication date2008-05-01
Open AccessYes
TypeARTICLE
VenueJournal of Adolescent & Adult Literacy (JOURNAL)
Journal identifiersISSN: 1081-3004 • E-ISSN: 1936-2706
PublisherWiley (PUBLISHER • GB)
DOI10.1598/jaal.51.8.2
OpenAlexW2085654083
LanguageEN
Citations received5
References cited17

Do proficient, bilingual readers of Spanish and English use different strategies when reading passages written in each language? Are there differences in the frequency with which proficient, bilingual readers of Spanish and English use particular strategies when reading these passages? Are there patterns in the manner in which the subjects use the strategies to construct interpretations of the passages? If so, do the patterns vary across passages? A three‐phase data analysis revealed that, whether reading Spanish or English texts, subjects drew upon an array of strategic processes to establish connections and integrate understandings. And, when they ran into difficulty, their use of metacognitive strategies often allowed the subjects to continue constructing meaning

Cognition · Construct (python library · Linguistics · Meaning (existential · Metacognition · Reading (process · Computer Science · Language, Metaphor, and Cognition · Literacy and Educational Practices · Psychology · Second Language Acquisition and Learning

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