The effect of interactive reading aloud on vocabulary acquisition in grade 2 and 3 (Record no. 20079)

MARC details
000 -LEADER
fixed length control field 02376nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210142006.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Jbara, Lama Adib
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of interactive reading aloud on vocabulary acquisition in grade 2 and 3
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2012
300 ## - PHYSICAL DESCRIPTION
Extent 63 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Reading aloud is contributes to vocabulary development; however the effectiveness of reading aloud on vocabulary development when considering English as additional language learners has not been widely examined. The purpose of this study was to examine the effectiveness of reading aloud on vocabulary development in Grade 2 and 3, focusing on English as additional language learners. This study is quantitative, based on scores collected from 3 multiple choice vocabulary tests, administered to Grade 2 and 3, as well as a delayed posttest. A total of 92 students participated in the study. Results from a total of 6 vocabulary pretests and posttests were collected, as well as the results of a delayed posttest, administered three weeks after the last posttest. The data collected from the three instruments were analyzed using multivariate analysis of co-variance tests to address the questions raised in the study. A series of t-tests was also conducted to compare the delayed effect of the treatment between the control group and the experimental group. Results showed that the treatment was effective when considering the sample as a whole, the grade 2 sample alone, and the grade 3 sample. The t-tests to compare the delayed posttest results between the control group and the experimental group revealed that there was no significant difference between the control group and the experimental group. The results are discussed in relation to the existing literature, as well as the curriculum, and implications for classroom teachers
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire Enseignement des langues Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Teaching languages Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم اللغات طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102310">http://search.shamaa.org/FullRecord?ID=102310</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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