The impact of a read-aloud strategy on kindergartners' development of vocabulary & comprehension skills. (c2006)

Oueini, Hanane H.

dc.contributor.author	Oueini, Hanane H.
dc.date.accessioned	2011-04-20T10:53:20Z
dc.date.available	2011-04-20T10:53:20Z
dc.date.copyright	2006	en_US
dc.date.issued	2011-04-20
dc.date.submitted	2006-06
dc.identifier.uri	http://hdl.handle.net/10725/407
dc.description	Includes bibliographical references (leaves 79-84).	en_US
dc.description.abstract	This study was conducted over ten weeks with fifty three 5 to 6 year-old kindergarteners learning French as a second language. The read-aloud strategy consisted of two teachers reading storybooks to children and explaining unfamiliar words. The teachers al so engaged children in meaningful di scussions about the text, involving logical and critical thinking. The results of this study based on data collected through observations, conferences with children, and children's wri ting samples revealed gains in children's vocabulary and comprehension skills.	en_US
dc.language.iso	en	en_US
dc.subject	Reading (Kindergarten) -- Phonetic method	en_US
dc.subject	Reading comprehension -- Study and teaching (Kindergarten) -- Lebanon	en_US
dc.subject	Vocabulary -- Study and teaching (Kindergarten) -- Lebanon	en_US
dc.title	The impact of a read-aloud strategy on kindergartners' development of vocabulary & comprehension skills. (c2006)	en_US
dc.type	Thesis	en_US
dc.term.submitted	Spring	en_US
dc.author.degree	MA in Education	en_US
dc.author.school	Arts and Sciences	en_US
dc.author.idnumber	199203560	en_US
dc.author.commembers	Dr. Mona Nabhani
dc.author.woa	OA	en_US
dc.description.physdesc	1 bound copy: 106 leaves; col. ill.; 30 cm. available at RNL.	en_US
dc.author.division	Education	en_US
dc.author.advisor	Dr. Rima Bahous
dc.identifier.doi	https://doi.org/10.26756/th.2006.9	en_US
dc.publisher.institution	Lebanese American University	en_US