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Reading and culture: the experience of some of our bilingual pupils

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Wiley-Blackwell
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Abstract

This article explores the nature of reading for meaning as it affects the reading abilities of secondary-age bilingual pupils. It briefly discusses cultural schemata theories which seek to account for the influence of culture on the reading process, and links these to a school-based study. This illustrates the importance of cultural determinants on the understanding of text and suggests possible strategies for overcoming potential textual difficulties.

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