Reading comprehension as a function of a reading-strategy program in monolingual and bilingual students with Special Educational Needs: An experimental study

Abstract

In order to find out if students with a different language background would benefit evenly by a reading-strategy program, 43 native speakers, 49 bilingual, and 55 second language speaking students from the 5th to 7th grade with Special Educational Needs were trained in strategic reading. A pre-, post- and follow-up design was conducted during one academic year assessing reading comprehension and reading strategy knowledge. Results indicated that students that spoke a second language at home and not the language of instruction, profited more from the reading-strategy program than the bilingual and native speakers