The effect of direct instruction in reading strategies on students' reading comprehension (Record no. 20275)

MARC details
000 -LEADER
fixed length control field 02371nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211093501.0
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 Soubra, Lina Ghazi
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of direct instruction in reading strategies on students' reading comprehension
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 75 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The aim of this study was to examine the relative effect of strategy instruction using a specific direct instruction model, the Optimal Learning Model (OLM), on ESL students' reading comprehension, by comparing it to the results achieved by regular instruction that is typified by its heavy reliance on content and teaching reading skills rather than strategies. The participants in this experiment were 46 third grade, ESL students enrolled at the same private international school in Beirut. Two sections were assigned into an experimental and control group. A pre and post-test quasi-experimental design was used. A Reading Comprehension Test was administered prior to and after instruction in order to evaluate the efficacy of the intervention. Descriptive statistics (means and standard deviations) of the scores on the variables under study, an independent sample t-test, as well as analysis of co-variance tests (ANCOVA) were conducted to address the question raised in the study. The treatment conditions (experimental versus control) were used as the independent variable and the post-test comprehension scores as the dependent variable. The pre-test scores were used as covariates.The results revealed an overall statistically significant difference in favor of the experimental group on the dependant variable of reading comprehension post-test scores. This yields strong indications to the efficacy of the direct instruction of reading comprehension strategies as opposed to regular instruction and provides for important practical implications in the area of reading instruction.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des langues Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching languages Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغات طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27473">http://search.shamaa.org/FullRecord?ID=27473</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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