Effect of text nativization on the literal and higher order comprehension of grade four readers of English as a foreign language (Record no. 20255)

MARC details
000 -LEADER
fixed length control field 02224nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211100716.0
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 Sayegh, Nisrine Saeed
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Effect of text nativization on the literal and higher order comprehension of grade four readers of English as a foreign language
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. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 59 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Several studies on text nativization have provided evidence that students who read culturally familiar texts have done better than students who did not. The purpose of this study is to examine the effect of text nativiztaion on the literal and higher-order comprehension of grade four readers of English as a foreign language. In this experimental classroom study, twenty-eight (n=28) students studying English as a second foreign language were randomly assigned into two groups. Both the experimental and the control group respectively read two stories about basketball and baseball and were then administered a comprehension test. Statistical procedures were used to analyze all the data including descriptive statistics. The results revealed an overall significant difference in reading performance between the control and experimental group. Second, the results of the Mann-Whitney indicated that there were statistically significant differences between the experimental and the control groups on the literal comprehension scores as well as on the higher order comprehension scores in favor of the experimental group which read the nativized version of the story. The results were then discussed in the light of previous research findings, and recommendations for further research were made.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم اللغة الانكليزية طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=40491">http://search.shamaa.org/FullRecord?ID=40491</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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