Comparing reciprocal teaching to collaborative strategic reading in fourth grade students. (c2008)

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dc.contributor.author Harastani, Amina H.
dc.date.accessioned 2011-04-21T06:32:58Z
dc.date.available 2011-04-21T06:32:58Z
dc.date.copyright 2008 en_US
dc.date.issued 2011-04-21
dc.date.submitted 2008-05-19
dc.identifier.uri http://hdl.handle.net/10725/414
dc.description Includes bibliographical references (leaves 44-47). en_US
dc.description.abstract The purpose of this pilot study is to compare the effectiveness of two metacognitive reading comprehension strategies: Reciprocal Teaching and Collaborative Strategic Reading when applied in two fourth grade sections in a private school in Beirut. Pretest-posttest showed that the Collaborative Strategic Reading method increased students' results more significantly than Reciprocal Teaching. Students and teachers reported an increased sense of responsibility, self-esteem cooperation, and group discussions. Implications for implementing both strategies are discussed. en_US
dc.language.iso en en_US
dc.subject Reading comprehension -- Lebanon en_US
dc.subject Reading (Elementary) -- Lebanon en_US
dc.subject Cognitive learning -- Lebanon en_US
dc.subject Metacognition in children -- Lebanon en_US
dc.title Comparing reciprocal teaching to collaborative strategic reading in fourth grade students. (c2008) 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 199812630 en_US
dc.author.commembers Dr. Ketty Sarouphim
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: 85 leaves; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Ahmad Oueini
dc.keywords Reading comprehension en_US
dc.keywords Reciprocal Teaching en_US
dc.keywords Collaborative Strategic Reading en_US
dc.identifier.doi https://doi.org/10.26756/th.2008.12 en_US
dc.publisher.institution Lebanese American University en_US

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