Effect of Strategy Instruction on Fourth-Grade Dual Language Learners' Ability to Monitor Their Comprehension of Scientific Texts

This research work examined the impact of a science-reading instructional sequence (InSciRead) on fourth-grade Spanish-English dual language learners' ability to monitor their comprehension of content-related (erosion, deposition, and transportation) texts. We used a quantitative measure of stu...

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Bibliographic Details
Published in:Bilingual research journal 2012-10, Vol.35 (3), p.331-349
Main Authors: Martínez-Álvarez, Patricia, Bannan, Brenda, Peters-Burton, Erin E.
Format: Article
Language:English
Subjects:
Ability tests
Bilingual education
Bilingualism
Comprehension
Content Area Reading
Course Content
Disabilities
Disorders
Elementary education
Elementary School Students
English (Second Language)
English as a second language learning
Grade 4
Learning Strategies
Metacognition
Qualitative Research
Reading Comprehension
Reading instruction
Science education
Science Instruction
Second Language Learning
Spanish
Spanish language
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Summary:This research work examined the impact of a science-reading instructional sequence (InSciRead) on fourth-grade Spanish-English dual language learners' ability to monitor their comprehension of content-related (erosion, deposition, and transportation) texts. We used a quantitative measure of students' ability to detect incongruities in a related text, complemented with a qualitative analysis of the data. The study included 78 fourth-grade students (including eight with disabilities). The curriculum was generally successful, with significant progress shown in students' ability to monitor their comprehension after the intervention.
ISSN:1523-5882
1523-5890
DOI:10.1080/15235882.2012.734005