姚嘉苓

　　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