The effect of strategy instruction on reading comprehension and students' awareness of reading strategies (Record no. 20491)

MARC details
000 -LEADER
fixed length control field 03018nam 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 Shouman, Hayat Farouk
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The effect of strategy instruction on reading comprehension and students' awareness of reading strategies
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. 2006
300 ## - PHYSICAL DESCRIPTION
Extent 76 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Reading comprehension is mainly the product of three factors: The text, the read er's background knowledge, and strategies used to circumvent any comprehension f ailures. However, not all primary students discover reading strategies and apply strategic processes when confronting texts that are challenging to comprehend. Results of previous research reveal that explicit reading strategy instruction i s a feasible tool for teaching students how to apply them successfully. The aim of this study was to examine the relative effect of Reciprocal Teaching strategy instruction and Question-Answer Relationships in improving EFL students ' reading comprehension, to investigate their relative role in improving EFL stu dents' awareness of reading strategies( Global, Problem Solving, and Support rea ding strategies), and to examine the role of reading strategies awareness in rea ding comprehension. The participants in this intervention were 66 sixth grade mi ddle class students from the Hariri High School II. Three sections were assigned into two experimental groups and one control group. The study used a pre-test p ost test control group quasi-experimental design. A Reading Comprehension Test w as administered prior to and after instruction in order to evaluate the efficacy of the intervention. Students' awareness of reading strategies was measured usi ng The Survey of Reading Strategies (SORS). Descriptive statistics (frequencies, means, and standard deviations), multiple multivariate analyses of co-variance (MANCOVA) tests, and a linear regression test were conducted to answer the quest ions raised in the study. The results revealed that Reciprocal Teaching and Question-Answer Relationships had a significant effect in improving students' reading comprehension. However, the results did not indicate a statistically significant role of these reading s trategies in improving students' awareness of reading strategies. Moreover, the results did not reveal a significant role of the awareness of these strategies i n promoting reading comprehension.
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
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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