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

Harastani, Amina H.

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