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

Padrón, Yolanda N.

doi:10.1080/15235882.1992.10162636

Cited by 27 publications

(12 citation statements)

References 18 publications

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“…Also, Hispanic students who were taught how to use text-related questioning, reported using the strategy more frequently than students who did not receive the training (Padron, 1992) and became more metacognitive about the benefits of questioning for comprehension (Jimenez, 1997;Padron, 1992). These results did not, however, specify whether students had benefited from certain question types (e.g., inferential questions) more than from others or whether student awareness of question types had any impact on their reading comprehension.…”

Section: English Language Learners and The Use Of Questioning As A Recontrasting

confidence: 45%

Text-Based Questioning: A Comprehension Strategy to Build English Language Learners' Content Knowledge

Taboada

Bianco²,

Bowerman³

2012

Literacy Research and Instruction

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Student-generated questions in relation to text were examined in two studies. Study I examined the impact of student questioning in relation to general vocabulary in English-Only Speakers (EOs) andEnglish language learners (ELLs). Findings indicated that questioning predicted comprehension in the reading comprehension of both groups of readers, albeit different patterns were found in relation to general vocabulary. Study II explored the specifics of questioning instruction revealing that ELLs with varying reading levels improved their questioning skills after instruction and there was an association between question types and reading comprehension. Collectively, both studies indicated that text-based student questioning is a reading strategy that contributes to ELLs' reading comprehension and conceptual knowledge in the content area of science. Implications for content-area reading for ELLs are discussed.We got to choose like grown-ups: what books we wanted to read, and what questions we wanted to ask. When we asked our own questions, we had to read first, think, and then we asked a really good question. We knew when the question was good, because we used our background knowledge in it and we had to read a lot to answer it. -Francisco, grade 4Children are naturally curious and have countless questions about the world around them. Channeling that natural curiosity and nurturing it with reading is a task that as educators we should build upon. In particular, English language learners (ELLs) like Francisco (all student names are pseudonyms) can benefit in very specific ways from a reading strategy such as text-based questioning, not only because of the cognitive and language processes it supports, but also because of the interest and motivation it awakes in students.Francisco and his classmates had been learning how to formulate their own text-based questions as part of a teacher-researcher collaboration to integrate science with comprehension instruction for ELLs. Without being aware of it, in his brief statement, Francisco indicated both the cognitive as well as some of the motivational benefits of questioning. That is, he had to read in order to formulate his question, and then rethink and ask it

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Section: English Language Learners and The Use Of Questioning As A Recontrasting

confidence: 45%

Text-Based Questioning: A Comprehension Strategy to Build English Language Learners' Content Knowledge

Taboada

Bianco²,

Bowerman³

2012

Literacy Research and Instruction

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“…While this study looked at more global outcomes, the results reflected the findings of previous work with younger students (Padrón, 1992) that suggest the potential benefits of cognitive strategy instruction for ELLs.…”

Section: Instruction To Enhance Reading Comprehensionmentioning

confidence: 47%

Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

Cisco

Padrón

2012

RMLE Online

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Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to instruction. Parameters were established to determine whether the collected research studies met the purpose of the synthesis and the standards for quality research, using the guiding principles for scientific research set forth in the National Research Council's Scientific Research in Education. Three themes emerged across the 11 identified studies: (a) the essential role of vocabulary knowledge in ELLs' English reading comprehension, (b) the role of first language and transfer in ELLs' reading comprehension, and (c) the role of effective instruction in enhancing ELLs' English reading comprehension. In this paper, we discuss the findings and their implications for classroom instruction and note substantive and methodological concerns that should be addressed in future research.

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“…The students are instructed in four specific comprehension monitoring strategies: (a) summarizing, (b) self-questioning, (c) clarifying, and (d) predicting. Studies using reciprocal teaching have found that these strategies can successfully be taught to low-achieving students and that the use of these strategies increases reading achievement (Palinscar & Brown, 1984;Padron, 1985Padron, ,1992Padron, ,1993Pressley & Harris, 1990).…”

Section: Cognitively Guided Instructionmentioning

confidence: 97%

Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools

Waxman

Padrón

1995

Peabody Journal of Education

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

Cited by 27 publications

References 18 publications

Text-Based Questioning: A Comprehension Strategy to Build English Language Learners' Content Knowledge

Text-Based Questioning: A Comprehension Strategy to Build English Language Learners' Content Knowledge

Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools

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