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Bonnie Armbruster Parker, Peter Gary 2015-09-25T19:55:35Z 2015-09-25T19:55:35Z 10000-01-01 2009 2009 The study also highlights several difficulties associated with the treatment of strategies in L1 and L2 literature, such as the classification of comprehension strategies and the skill-strategy distinction. In light of these findings, pedagogical, methodological and theoretical implications for L1 and L2 reading are discussed. Made available in DSpace on 2015-09-25T19:55:35Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3392432.pdf: 5091904 bytes, checksum: 8b0add94db6da6d1ca2d336f67dcc30f (MD5) Previous issue date: 2009 Embargo set by: Seth Robbins for item 81406 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 282 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. http://hdl.handle.net/2142/80124 (MiAaPQ)AAI3392432 eng Education, Bilingual and Multicultural Examining the Comprehension Strategies of Chinese and English Readers: A Study of Bilingual and Monolingual First, Second and Third Grade Elementary School Students text Curriculum and Instruction Curriculum and Instruction University of Illinois at Urbana-Champaign Dissertation Ph.D.