Effect of topic familiarity on literal and higher-order reading comprehension (Record no. 20471)

MARC details
000 -LEADER
fixed length control field 02390nam a2200181Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Kfoury, Youssra Sami
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title Effect of topic familiarity on literal and higher-order 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 - Department of Education
Date of publication, distribution, etc. 2007
300 ## - PHYSICAL DESCRIPTION
Extent 47 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Activating background knowledge is known to play an important role in reading co mprehension. Many researchers around the world have investigated this topic. Mos t of the studies, however, were conducted in monolingual intermediate and second ary school settings; few of them were conducted in bilingual contexts. In this s tudy, the researcher investigated the effect of topic familiarity and background knowledge on bilingual Lebanese fourth grade students? literal as well as highe r order comprehension. A basic premise behind the study is that background knowl edge is necessary to higher order thinking that involves interpretive, critical and evaluative reading (Pressley, 2001). The study employed a pretest-postest control group experimental design. The sub jects are bilingual Lebanese fourth graders (n=44) learning English as a foreign language (EFL) at a private school in Mount Lebanon. The subjects were assigned to control and experimental conditions. The experimental group received direct instruction in building relevant background knowledge; whereas, the control grou p followed the procedures of lesson planning of their textbooks. Results indicat ed that there was statistically significant difference on the dependent variable of the literal comprehension when reading nonfiction texts in favor of the expe rimental group, and on the dependent variable of the higher order comprehension when reading fiction texts in favor of the control group.
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
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/151%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/151%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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