AN INVESTIGATION OF TWO READING STRATEGIES FOR SCIENCE READING COMPREHENSION AMONG BILINGUAL AND NONBILINGUAL THIRD GRADE STUDENTS

Recent research with English monolingual students indicates that reading comprehension is an interactive process that can be taught explicitly. However, research on how to teach science reading comprehension to English monolinguals is limited, especially at the primary level. The acquisition of scientific knowledge requires that the learner be taught how to process the context-reduced language of science. Additionally, this processing is more cognitively demanding for the learner who must process the content and language simultaneously through instruction in a second language; therefore, the research need exists for effective content teaching strategies with bilingual and monolingual students.;An ANCOVA controlling for initial reading ability resulted in the findings: (2) No significant differences F (1,136) = .30; p > .05 due to method. (3) A significant positive relationship (r = .63, p < .05) between the two cognitive reading measures, CTBS total reading and Science Content Test-Matter.;Conclusions led to a model for the modification of the mapping strategy for future English as a Second Language (ESL) reading research. The model includes the bilinguals' use of two languages and two cultures as one semantic unit for processing the cognitive aspects of language proficiency. Educational implications are that a reduction in the number of concepts presented and an extended treatment time for the mapping strategy may activate the students' linguistic, cognitive and cultural prior knowledge in two languages thereby, promoting higher levels of thinking needed in comprehending English science text.;The purpose of this study was to examine the differences between two reading strategies: (a) an explicit group strategy, mapping, and (b) a group basal strategy on the reading comprehension of science text among bilingual and nonbilingual third graders. It was hypothesized that students who engaged in mapping the topic prior to reading would obtain statistically significant (p .05) due to method.