| The present study identifies the cognitive reading strategies used by resilient, average, and non-resilient bilingual students while they are reading material in their second language (i.e., English). Differences by grade level are also explored. Additionally, aspects of the students' individual motivation to read are studied. Finally, information gathered about the students' cognitive reading strategies and motivation to read are analyzed related to achievement.; The students participating in this study consist of 99 fourth-grade and 97 fifth-grade resilient, average, and non-resilient bilingual Spanish-speaking students. These grade levels were targeted because they have been identified as a crucial transition period for all students.; Overall results revealed that although the fourth- and fifth-grade resilient, average, and non-resilient students reported using a variety of reading strategies, the majority of those reported were weak or less sophisticated strategies. Additionally, a MANOVA contrasted the profiles of students' responses to the MRP. The resilient students had a significantly higher self-concept about reading as compared to non-resilient and average students. The results of the setwise regression analysis of the RSQ and MRP reveal that students' self-concept about reading score has a significant, positive, very high effect on TAAS achievement.; Suggestions for improving practice are made in the following areas: stronger reading strategy instruction, an emphasis on students' self-concept, and an increase in the quality and quantity of reading materials available at home and school. Future research needs to study resiliency in the field of reading, motivation to read factors that differentiate students by resiliency; and the impact of student testing as it relates to the reading instruction ELLs receive. |
