How young English language learners experience reading instruction in a mixed reading ability classroom : implementing the guided reading approach (Record no. 20668)

MARC details
000 -LEADER
fixed length control field 02311nam 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 Chaaya, Darine Salim
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title How young English language learners experience reading instruction in a mixed reading ability classroom : implementing the guided reading approach
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University- School of Arts and Sciences - Department of Education.
Date of publication, distribution, etc. 2006
300 ## - PHYSICAL DESCRIPTION
Extent 89 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The study examined how Guided Reading instruction was carried out in a second grade classroom in a private English- medium school in Beirut, Lebanon. The main purpose of the study was to find out whether the approach can meet the needs of children at different reading levels. Six children, three boys and three girls, of different reading abilities were the focus of the study. Data was collected over eight months through systematic observations and unstructured interviews. Data on children's reading progress was assessed using reading records from a PM Benchmark Kit (Nelly & Smith, 2000) that is a comprehensive reading assessment resource. In addition, reading continuums (Hill, 2001) were used to determine how children were developing as readers. Eleven reading strategies were introduced to help the young readers problem solve words and texts. Children were observed using the strategies during both instructional and independent reading time. All six readers progressed but at a different pace. At the conclusion of the study, the two emergent readers were reading at grade level, the two developing readers were one and two grades above grade level, and the two fluent readers had reached 5th and 6th grade level. Although the findings cannot be generalized, it appears that the Guided Reading approach helped cater to very diverse reading abilities, and further studies with larger groups and different grade levels are recommended.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=407983&rs=420537&hitno=71">https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=407983&rs=420537&hitno=71</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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