engleski

Comprehension monitoring and reading comprehension in bilingual students

The aim of this study was to explore the comprehension monitoring, use of reading strategies and reading comprehension of bilingual students at different levels of the Italian language proficiency. The participants were the bilingual elementary school students -the fifth-to eighth-graders coming from four Italian schools in Rijeka, Croatia. In addition to measure of reading comprehension, Metacomprehension test (Pazzaglia, Beni and Cristante, 1994) and cloze-task, as a measure of comprehension monitoring skill, as well as Strategic reading questionnaire (Kolic-Vehovec & Bajsanski, 2001), as a self-report measure of strategic reading, were applied. Questionnaire of Italian language use and perceived proficiency in Italian language was also applied. The difference in age of second language acquisition before the start of schooling was not the crucial determinant of later language proficiency. The bilingual students in the higher elementary school grades, who are more proficient in Italian, have better metacognitive reading skills than the less proficient students.

bilingualism; reading comprehension; comprehension monitoring; metacognition

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