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

Autor/inn/en	Martinez-Alvarez, Patricia; Bannan, Brenda; Peters-Burton, Erin E.
Titel	Effect of Strategy Instruction on Fourth-Grade Dual Language Learners' Ability to Monitor Their Comprehension of Scientific Texts
Quelle	In: Bilingual Research Journal, 35 (2012) 3, S.331-349 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2012.734005
Schlagwörter	Reading Comprehension; Learning Strategies; Bilingualism; Elementary School Students; Science Instruction; Grade 4; Course Content; Content Area Reading; Qualitative Research; Disabilities; Metacognition; Spanish; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Leseverstehen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bilingualismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Kursprogramm; Sinnerfassendes Lesen; Qualitative Forschung; Handicap; Behinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	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. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10