1Department of Humanities, Sari Branch, Islamic Azad University, Sari, Iran
2School of Education and Psychology, Shiraz University, Shiraz, Iran
*Corresponding Author: Beheshteh Safarpour, School of Education and Psychology, Shiraz University, Shira,z Iran
Online published on 6 September, 2014.
Main Purpose: This study conducted to measure the effect of the implementation of cognitive reading strategies on reading ability of fourth year primary school students who were bilinguals in Bileh Savar County. A sample of 100 subjects were selected using multistage random sampling and evaluated using the PIRLS international reading literacy test in both informational and literary texts, with teaching cognitive strategies over ten 45-minute sessions. The study followed a quasi-experimental, pretest posttest design with a control group. After analyzing the data using descriptive statistics, analysis of covariance, and paired t-test, it was found that the use of cognitive strategies have positive effects on reading skills (reading comprehension skills) of bilingual students, and these effects has good stability over time.
Cognitive strategies, reading literacy, academic achievement, bilingualism, informative texts, literary texts
