1,475
Views
9
CrossRef citations to date
0
Altmetric
Articles

Reading strategies and CLIL: the effect of training in formal instruction

&

References

  • Anderson, N.J. 1991. Individual differences in strategy use in second language reading and testing. Modern Language Journal 75: 460–72. doi: 10.1111/j.1540-4781.1991.tb05384.x
  • Anderson, N.J. 1999. Exploring Second Language Reading: Issues and Strategies. Toronto: Heinle & Heinle.
  • Barnett, M.A. 1988. Reading through context: how real and perceived strategy use affects L2 comprehension. Modern Language Journal 72: 150–62. doi: 10.1111/j.1540-4781.1988.tb04177.x
  • Block, E.L. 1992. See how they read: comprehension monitoring of L1 and L2 readers. TESOL Quarterly 26: 319–43. doi: 10.2307/3587008
  • Carrell, P.L. 1998. Introduction. In Interactive Approaches to Second Language Reading, ed. P.L. Carrell, J. Devine and D.E. Heskey, 1–5. Cambridge: Cambridge University Press.
  • Carrell, P.L., L. Gajdusek and T. Wise. 1998. Metacognition and EFL/ESL reading. Instructional Science 26: 97–112. doi: 10.1023/A:1003092114195
  • Carrell, P.L., B.G. Pharis and J.C. Liberto. 1989. Metacognitive strategy training for ESL reading. TESOL Quarterly 20: 463–94.
  • Chamot, A.U. 2001. Teaching learning strategies in immersion classrooms [Bridge insert]. The Elementary Immersion Learning Strategies Resource Guide (2nd ed.). http://www.nclrc.org/eils (accessed January, 2015).
  • Chamot, A.U. 2005. Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics 25: 112–30. doi: 10.1017/S0267190505000061
  • Chamot, A.U. and C.W. Keatley. 2003. Learning strategies of adolescent low-literacy Hispanic ESL students. Paper presented at the 2003 Annual Meeting of the American Educational Research Association, 21–25 April in Chicago, IL.
  • Chamot, A.U. and M. O'Malley. 1994. The CALLA Handbook. Reading: Addison-Wesley.
  • Coyle, D., P. Hood and D. Marsh. 2010. Content and Language Integrated Learning. Cambridge: Cambridge University Press.
  • Dalton Puffer, C., T. Nikula and U. Smit, eds. 2010. Language Use and Language Learning in CLIL Settings. Amsterdam: John Benjamins.
  • Dhieb-Henia, N. 2003. Evaluating the effectiveness of metacognitive strategy training for reading research articles in an ESP context. English for Specific Purposes 22: 387–417. doi: 10.1016/S0889-4906(03)00017-6
  • Erler, L. 2002. Reading in a foreign language: Near-beginner adolescents’ experiences of French in English secondary schools. Unpublished doctoral diss., University of Oxford.
  • Graham, S. 1997. Effective Language Learning. Clevedon: Multilingual Matters.
  • Hamp-Lyons, E. 1985. Two approaches to teaching reading: a classroom-based study. Reading in a Foreign Language 3: 363–73.
  • Jiang, X. and W. Grabe. 2011. Skills and strategies in foreign language reading. In La Lectura en Lengua Extranjera, ed. Y. Ruiz de Zarobe and L. Ruiz de Zarobe, 2–31. London: Portal Education.
  • Kitajima, R. 1997. Referential strategy training for second language reading comprehension of Japanese texts. Foreign Language Annals 30: 84–97. doi: 10.1111/j.1944-9720.1997.tb01319.x
  • Kusiak, M. 2001. The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge. EUROSLA Yearbook: 1: 255–74. doi: 10.1075/eurosla.1.19kus
  • Macaro, E. 2001. Learning Strategies in Second and Foreign Language Classrooms. London: Continuum.
  • Macaro, E. and L. Erler. 2008. Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics 29: 90–119. doi: 10.1093/applin/amm023
  • Macaro, E. and T. Mutton. 2009. Developing reading achievement in primary learners of French: inferencing strategies versus exposure to graded readers. Language Learning Journal 37, no. 2: 165–82. doi: 10.1080/09571730902928045
  • Malcolm, D. 2009. Reading strategy awareness of Arabic-speaking medical students studying in English. System 37: 640–51. doi: 10.1016/j.system.2009.09.008
  • Marsh D., A. Maljers and A.K. Hartiala. 2001. Profiling European CLIL Classrooms. Languages Open Doors. Jyväskylä: University of Jyväskylä.
  • Maxim, H. 2002. A study into the feasibility and effects of reading extended authentic discourse in the beginning German language classroom. Modern Language Journal 86: 20–35. doi: 10.1111/1540-4781.00134
  • Mortimore, P., P. Sammons, L. Stoll, D. Lewis and R. Ecob. 1988. School Matters: The Junior Years. Wells: Open Books.
  • O'Malley, J.M. and A.U. Chamot. 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
  • Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle and Heinle.
  • Pappa E, M. Zafiropoulou and P. Metallidou. 2003. Intervention on strategy use and on motivation of Greek pupils’ reading comprehension in English classes. Perceptual of Motor Skills 96: 773–86. doi: 10.2466/pms.2003.96.3.773
  • Pressley, M. 2006. Reading Instruction that Works: The Case for Balanced Teaching (3rd ed.). New York: The Guilford Press.
  • Ramírez Verdugo, D. 2004. Cognitive reading instruction for FL learners of technical English. In Proceedings of the First International Online Conference on Second and Foreign Language Teaching and Research, ed. M. Singhal and J. Liontas, 91–106. Irvine, CA: The Reading Matrix.
  • Ruiz de Zarobe, Y. 2011. La lectura en el aprendizaje integrado de contenidos en lengua extranjera. In La Lectura en Lengua Extranjera, ed. Y. Ruiz de Zarobe and L. Ruiz de Zarobe, 220–45. London: Portal Education.
  • Ruiz de Zarobe, Y. and R.M. Jiménez Catalán, ed. 2009. Content and Language Integrated Learning: Evidence from Research in Europe. Bristol: Multilingual Matters.
  • Ruiz de Zarobe, Y., J.M. Sierra and F. Gallardo, ed. 2011. Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. Bern: Peter Lang.
  • Salataci, R. and A. Akyel. 2002. Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language 14: 1–17.
  • Sheorey, R. and K. Mokhtari. 2001. Differences in the metacognitive awareness of reading strategies among native and non-native readers. System 29: 431–49. doi: 10.1016/S0346-251X(01)00039-2
  • Zenotz, V. 2012. Awareness development for online reading. Language Awareness 21, nos. 1–2: 85–100. doi: 10.1080/09658416.2011.639893
  • Zhang, L.J. 2001. Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an input-poor environment. Language Awareness 11, no. 4: 268–88. doi: 10.1080/09658410108667039

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.