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ERIC Number: EJ1216217
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1534-8458
Elementary English Learners' Use of Reading Strategies with Culturally Relevant and Culturally Distant Stories
Kim, Deoksoon
Journal of Language, Identity, and Education, v18 n2 p73-91 2019
The strength of English learners' second language reading is closely associated with academic success. Using qualitative research methods and verbal protocols, this study examines four elementary-level English learners' uses of reading strategies and describes how each English learner employs these strategies while reading both culturally relevant and culturally distant stories. The study describes two types of strategies: higher order thinking strategies and socio-contextual reading strategies. Together, the study draws on intensive ethnographic and verbal protocol research to map out a comprehensive set of 12 reading strategies and describes how English learners employ these strategies in context. This broad view of second language reading incorporates both the cognitive and linguistic skills required for decoding and comprehension, together with consideration of the non-cognitive factors and sociocultural contexts within which reading occurs. The study also shows how learners at different levels process culturally relevant and culturally distant stories differently.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A