English language learners' strategies for reading online texts: Influential factors and patterns of use at home and in school

被引：18

作者：

Park, Ho-Ryong ^{[1
]}

Kim, Deoksoon ^{[2
]}

机构：

[1] Murray State Univ, Dept English & Philosophy, TESOL, Murray, KY 42071 USA

[2] Boston Coll, Lynch Sch Educ, Chestnut Hill, MA 02167 USA

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2017年 / 82卷

关键词：

English language learners; Reading of online texts; Reading strategies; Electronic literacies; Hybrid reading and learning; Influential factors; COMPREHENSION; LITERACY; INTERNET;

D O I：

10.1016/j.ijer.2017.01.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We investigate five fourth and fifth-grade English language learners' (ELLs) strategy use when they read online texts at home and in school. We also identify factors that play a role when these learners read online texts, as well as similar and different patterns in reading strategies at home and in school. The findings show that three factors influence the ELLs' selection of online texts and use of reading strategies. In addition, the ELLs used nine reading strategies to enhance their reading online texts. Based on these findings, we discuss (a) the ELLs' online reading strategies in different contexts, (b) the multidimensional zone of proximal development, and (c) collaboration between parents and teachers. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：63 / 74

页数：12

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