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100	1		_aObeid, Hoda Wahib _gMaster
245	1	0	_aEffect of training in think-alouds on the reading comprehension of EFL students
260			_aBeirut _bAmerican University of Beirut - Faculty of Arts and Sciences - Department of Education _c2001
300			_a82 pages
500			_aالنوع : Mémoire
520	3		_aThe present study aimed at investigating the effect of training in think-alouds on the reading comprehension of eighth grade English as a foreign language (EFL) students. The subjects (n=32) were randomly assigned to control and experimental groups and a posttest - only control group design was employed Specifically, students in the experimental group were trained in think-aloud reading strategies and these were predicting, picturing, like-a, identifying problems, and using fix-up. Training covered four weeks in which students practiced the use of these strategies in pairs and independently as they read narrative texts. Students in the control group read the same selections. Those students did not receive the same training, so they read the selections according to their conventional reading instruction which was mainly based on predictions, teacher's explanation, and introduction of new vocabulary The study took place over seven weeks which covered four phases: (I) teacher's training in think-alouds, (2) actual implementation inside the classroom, (3) test's administration, and (4) think-alouds interviews with the researcher. Data were collected through a think-aloud awareness measure designed specifically for the purpose of the present study, it was used in the last phase of the study with the experimental group In addition, the subjects in both the control and the experimental groups completed a reading comprehension test that measured four types of comprehension namely literal, interpretive, critical, and creative. The study addressed two questions The first was whether training in think-alouds affects reading comprehension. Descriptive statistics (means and standard deviations) and a multivariate analysis of variance (MANOVA) test were used to address it. MANOVA results showed that there were significant differences on critical comprehension in favor of the experimental group and on literal comprehension in favor of the control group. The second question was whether there is a relationship between mastery levels of think-alouds and reading comprehension. Correlational analysis was used to address this question Results showed that there were significant relationships between mastery levels of think-alouds and overall comprehension, interpretive comprehension, and critical comprehension Finally, several implications and suggestions for further research were discussed.
650		4	_aEnglish Language Education Teaching Methods
650		4	_aL’enseignement de la Langue Anglaise Méthodes d’enseignement
650		4	_aتعليم اللغة الانكليزية طرق التعليم
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942			_cLAESDATA
999			_c20559 _d20559