engleski

Self-monitoring as predictor of reading comprehension of bilingual children

Good second-language readers can compensate for a lack of language proficiency by increasing knowledge of reading strategies. The aim of this study was to explore effects of comprehension monitoring skill and actual usage of reading strategies as predictors of reading comprehension of bilingual children with different level of proficiency in second language (Italian). Participants were primary-school children from fifth- to eighth-grades in four Italian schools in Rijeka, Croatia. A Questionnaire of metacomprehension (Pazzaglia, Beni and Caccio, 1999) and close-task, as measures of comprehension monitoring skill, was applied in addition to a Questionnaire of strategic reading (Kolic-Vehovec & Bajsanski, 2001) as self-assessment of actual strategic reading. Self-assessment of Italian language use was also applied and a measure of reading comprehension. Older students manifested better self-monitoring skills than younger ones. Multiple regression showed that on-line measures of self-monitoring during reading were significant predictors of reading comprehension.

self-monitoring; reading comprehension; bilingualism; reading strategies

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