NotesFAQContact Us
Search Tips
ERIC Number: ED420043
Record Type: Non-Journal
Publication Date: 1998-May
Pages: 16
Abstractor: N/A
Reference Count: N/A
The Emergent Reading Behaviors and Strategy Use of Three Bilingual Children on a Storytelling Task: A Case Study.
Singhal, Meena
A study examined the types of reading strategies emergent readers used as they read to make sense of the text. In addition to data obtained for the children's oral readings, a reading strategy classification scheme, Strategy Type Strategy Behavior (STSB), was employed to identify the types of strategies the children were using on this task. Subjects were three bilingual children who speak both Arabic and English (two females, one nearly three and the other four years old, and one four-year-old male). The children chose "Goldilocks and the Three Bears" to read, which they had all heard at home before. Results indicated that the older girl appeared to be sharing the story with the researcher and engaging in more reading type behaviors. The male child's reading was overall less sequential than the older girl's and his attempts at reading can be described as (1) labelling and commenting, and (2) following the action. Findings suggest that the older girl employed cognitive strategies such as predicting, paraphrasing, using contextual clues; metacognitive strategies such as self-monitoring and self-correction; and made use of memory strategies such as word associations and background knowledge. The male used similar strategies but fewer textual, cognitive, and metacognitive strategies. While the younger girl's reading was contextually weak (her utterances did not always relate to the context or the pictures in the book), she did employ contextual clues or cognitive strategies on various occasions. (Contains a figure, a table of data, and 13 references.) (CR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A