U Although a few studies have investigated the cognitive reading strategies used by Hispanic ESL students (Block, 1986; Knight, Padron, & Waxman, 1985), the effect of these students' use of strategies on reading achievement has not been specifically examined. Furthermore, most of these studies have used think-aloud procedures and verbal reports to identify reading strategies, a methodology that has been questioned because students sometimes have difficulty assessing metacognitive processes (Afflerbach & Johnston, 1984; Ericsson & Simon, 1984). On the other hand, a few studies have successfully used self-report instruments to identify the cognitive reading strategies used by students (Hahn, 1984; Paris & Myers, 1981). These instruments, however, have not been used with Hispanic ESL students, nor have they specifically examined the relationship between students' reported use of cognitive reading strategies and performance on measures of reading comprehension.
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Padrón et al. (1988) studied this question.