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This book presents the empirical studies designed to investigate the ways in which Taiwanese adolescent readers approach texts as well as their depth and breadth in terms of metacognitive knowledge concerning strategy use This volume is a useful resource for those exploring the multiplicity and complexity of the factors that complicate literacy learning of bilingual readers
Preface v
Chapter 1
A Theoretical Introduction to Reader Response 1
Textual Theories of Reader Response 3
Experiential Theories of Reader Response 6
Psychological Theories of Reader Response 8
Social Theories of Reader Response 10
Cultural Theories of Reader Response 12
Chapter 2
Learning to Read Across Languages: A Review of Literature 15
Psycholinguistic Approach 16
Schema Theory 18
Text Comprehension Processing 20
Strategic Reading 23
Metacognition 28
Reading as Translation 31
Chapter 3
Learning to Read Chinese as a First Language (L1): Examinations of Taiwanese Adolescent Readers 37
Strategic Reading 37
Metacognitive Knowledge about Strategy Use 40
Chapter 4
Learning to Read Chinese (L1) and English (FL):A Research Design 47
Theoretical Frameworks 47
Quantitative Design 49
Qualitative Design 54
Chapter 5
Learning to Read Chinese (L1) and English (FL):Results 61
Strategic Transfer 61
Strategy Use and L2 Reading Performance 66
Approaches to L1 and L2 reading 69
The Roles of Mental Translation 81
The Notions of Mental Translation 92
Metacognitive Knowledge about Strategy Use 101
Chapter 6
Conclusion 105
A Summary of Salient Findings 105
Discussion of the Findings 108
Pedagogical Implications 113
Recommendations for Further Research 117
Appendices 121
References 127
Author Index 159
Subject Index 165
