Effects of phonological awareness instruction on reading acquisition of the English language in Lebanese private schools (Record no. 20604)

MARC details
000 -LEADER
fixed length control field 02245nam a2200217Ia 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 Khattab, Ghina
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title Effects of phonological awareness instruction on reading acquisition of the English language in Lebanese private schools
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Haigazian University - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2005
300 ## - PHYSICAL DESCRIPTION
Extent 87 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The current study examined the effects of phonological awareness instruction on children’s reading achievement in Lebanese private schools at the preschool level. In addition to phonemic awareness, two variables - rhyme and letter-sound knowledge, were included to ascertain if a relationship exists between rhyme and letter-sound knowledge to phonological awareness and its importance in achieving a higher level of literacy development. The target sample was the preschool level in the Lebanese private school (ages 4, 5 & 6). The instrument used to collect data was a 35-item assessment test. One-hundred and eighteen children were assessed in Kindergarten II from three different schools which implement diverse instructional methods in learning a second language (English). Results showed a significant difference between the average scores of children receiving the two instructional methods; phonological awareness and letter-sound knowledge, and the average scores of children who only received letter-sound knowledge and/or rhyme instruction. No evidence was found for a significant difference between children who received rhyme and letter-sound knowledge instruction and children who only received letter-sound instruction.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Private sector
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secteur Privé
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الخاص
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://olibnew.haigazian.edu.lb/olibcgi?infile=details.glu&loid=59951&rs=113034&hitno=16">http://olibnew.haigazian.edu.lb/olibcgi?infile=details.glu&loid=59951&rs=113034&hitno=16</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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