Pragmatic Issues Related to Reading Comprehension Questions: A Case Study From a Latino Bilingual Classroom

Abstract

The written performance of Latino children (N = 10) in a fourth-grade bilingual classroom was studied using reading comprehension questions that involved the interpretation & synthesis of information about story characters' thoughts or feelings (ie, inferential content) & prompt-questions requiring knowledge of lexical story content. Based on the written answers & videotapes of small group interaction on this cooperative reading & writing task, it is suggested that subjects (Ss) did not always recognize what type of information was being asked, nor whose perspective or knowledge state was sought. This was indicated in both Spanish & English written answers. The data suggest that the Ss are within their zone of proximal development as their answers vary in appropriateness. 1 Appendix, 17 References. Adapted from the source document