Think-alouds' Effects on First Language and Second Language Reading Comprehension of English as a Foreign Language Students in a Lebanese Context PDF Download
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Author: Hoda Obeid
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ISBN:
Category : Arabic language
Languages : en
Pages :
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Author: Hoda Obeid
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Category : Arabic language
Languages : en
Pages :
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Author: Laura Fuentes Vega
Publisher:
ISBN:
Category :
Languages : en
Pages : 298
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Author: Thomas Albin Upton
Publisher:
ISBN:
Category :
Languages : en
Pages : 394
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The advanced ESL subjects used their L1 more when wrestling with L2 vocabulary and sentence meaning, and also used their L1 more frequently than post-ESL subjects to confirm their comprehension than did post-ESL subjects. Comparison of the think-aloud and retrospective data collected in this study with the recall protocol data collected by Bernhardt (1986) support the components of the constructivist model of reading comprehension, but much more clearly reflect the interactive and inferential nature of the reading process.
Author: Mary A. Villagomez
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ISBN:
Category : Language and languages
Languages : en
Pages : 74
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Author: Christie Chryssoula Trialonis
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Category :
Languages : en
Pages : 0
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The present study investigated the benefit of utilizing L1 books on the part of elementary (grades 1 to 3) Chinese ESL students (specifically reading in the Chinese language through the regular involvement of parents in the reading process) to promote L2 reading skills. Students were equally distributed into two treatment groups (borrowing books either in English or Chinese with their parents receiving five Parent Read Aloud Training workshops) and two control groups (borrowing books either in English or Chinese without their parents receiving workshops. Following the pre-testing and pre-questionnaire phase of this study, students borrowed books (within the context of a modified 'Borrow-a-Book' program) in either English or Chinese over a 4-month period. After the 4 months, students were again tested and questioned in the same manner as in the pre-testing phase of this study. Univariate analysis was applied to the quantitative data and questionnaires were tallied for major trends. The results suggest the following: (a) Reading in Chinese did not interfere with students' Word Identification and BRI test results in English; (b) PRAT workshops had a significant effect on students' overall post-test reading scores; and (c) Parents were more involved in the reading process when their children borrowed Chinese books. (Abstract shortened by UMI.).
Author:
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ISBN:
Category : Language and languages
Languages : en
Pages : 476
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Author: Laurie Morrison
Publisher:
ISBN: 9781109370218
Category :
Languages : en
Pages : 96
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Research Question: In what ways does the acquisition of certain comprehension strategies (predicting and making connections) through a think-aloud protocol increase English Language Learners' ability to comprehend text? Research activities: This research explores how think-alouds help improve English Language Learners' reading comprehension, focusing on thoughts that are predictions or personal connections. This was done through the use of teacher modeled think-alouds, small group discussion think-alouds, partner think-alouds, as well as independent, student led think-alouds. Context: The study took place in a fourth grade classroom, during a thirty minute English Language Development block. The research focused on three ELL students of varying English proficiencies, as classified by the California English Language Development Test. These students were identified as below proficiency in reading comprehension according to the California Standards Test, as well as district assessments. Methods and data: This intervention lasted a period of twenty-two days and utilized teacher modeled think-alouds, group discussions, as well as student think-alouds, in order to help students internalize the reading strategies of predicting and making connections. Data sets include pre intervention reading assessments, surveys, student work, observations, student interviews, and audio recordings of student led think-alouds. Results: Results showed that modeling, discussion, and use of the think-aloud protocol enabled students to more successfully use the reading strategies of predicting and making connections. Students became more aware of their thinking during reading, and thus came to use the reading strategies of predicting and making connections more instinctively during their reading. The depth of students' thoughts improved over time, and showed a deeper understanding of the text. Grade level: Fourth Grade. Data collection methods: Observation-Field Notes, Audio recordings, Student Surveys, Student Interviews, Student Work. Curriculum areas: English Language Arts, Reading. Instructional approaches: Teacher Modeling, Group Discussions, Partner Reads and think-alouds, Independent Student Led Think-Aloud.
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 480
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Author: Miriam Constance Ann Semeniuk Benesh
Publisher:
ISBN:
Category : Metacognition
Languages : en
Pages : 210
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Author: Megan McCorkle
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 228
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