Critical Reading and Content-Area Understanding in Third Cycle of Basic Education : an exploratory research (Record no. 20630)

MARC details
000 -LEADER
fixed length control field 02673nam 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 Mickael Tannous, Nadine
Miscellaneous information Teaching Diploma in English language and Literature 
245 10 - TITLE STATEMENT
Title Critical Reading and Content-Area Understanding in Third Cycle of Basic Education : an exploratory research
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Saint-Esprit de Kaslik - Faculté des Lettres
Date of publication, distribution, etc. 2011
300 ## - PHYSICAL DESCRIPTION
Extent 86 pages
500 ## - GENERAL NOTE
General note النوع : Thèse
520 3# - SUMMARY, ETC.
Summary, etc. Critical reading is an essential element in all content areas; however it’s not the case in some Lebanese public and private schools. Many students who study the sciences in English explain the scientific concepts in Arabic. Several teachers think that the lack of using English in these classes is due to the need for critical thinking and analysis which are two types of high cognitive abilities that students do not have enough experience of. The research is conducted in three intermediate schools- two private schools and one public school. The aim of this research is to explore to what extent teachers and students are familiar with critical reading strategies in different content area classrooms and to find out how this may affect their learning of the sciences. Thus, this study is meant to investigate how content area teachers and students in three Lebanese schools are aware of critical reading strategies. Data were collected from different instruments such as the review of documents, books, and articles regarding reading and content areas, alongside with teacher’s and student’s questionnaires. The findings are statistically processed to get the number of content teachers, in particular, science teachers, who apply content-based reading strategies at the intermediate level. The findings of this study suggest a list of reading strategies, activities and exercises that develop reading in the content area during the three stages of reading: the pre, during, and post reading phases. It also reflects how critical thinking is needed for students to learn successfully from the reading tasks.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle moyen L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intermediate Education English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة المتوسطة تعليم اللغة الانكليزية طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://sierra.usek.edu.lb/search?/X%28education%29&Da=2000&Db=2016&SORT=DX&m=v/X%28education%29&Da=2000&Db=2016&SORT=DX&m=v&SUBKEY=%28education%29/1%2C22%2C22%2CB/frameset&FF=X%28education%29&Da=2000&Db=2016&SORT=DX&m=v&15%2C15%2C">http://sierra.usek.edu.lb/search?/X%28education%29&Da=2000&Db=2016&SORT=DX&m=v/X%28education%29&Da=2000&Db=2016&SORT=DX&m=v&SUBKEY=%28education%29/1%2C22%2C22%2CB/frameset&FF=X%28education%29&Da=2000&Db=2016&SORT=DX&m=v&15%2C15%2C</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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