How young English language learners experience reading instruction in a mixed reading ability classroom. (c2006)

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dc.contributor.author Chaaya, Darine Salim
dc.date.accessioned 2011-10-10T09:17:26Z
dc.date.available 2011-10-10T09:17:26Z
dc.date.copyright 2006 en_US
dc.date.issued 2011-10-10
dc.date.submitted 2006-06
dc.identifier.uri http://hdl.handle.net/10725/715
dc.description Includes bibliographical references (leaves 68-75). en_US
dc.description.abstract The study examined how Guided Reading instruction was carried out in a second grade classroom in a private English- medium school in Beirut, Lebanon. The main purpose of the study was to find out whether the approach can meet the needs of children at different reading levels. Six children, three boys and three girls, of different reading abilities were the focus of the study. Data was collected over eight months through systematic observations and unstructured interviews. Data on children's reading progress was assessed using reading records from a PM Benchmark Kit (Nelly & Smith, 2000) that is a comprehensive reading assessment resource. In addition, reading continuums (Hill, 2001) were used to determine how children were developing as readers. Eleven reading strategies were introduced to help the young readers problem solve words and texts. Children were observed using the strategies during both instructional and independent reading time. All six readers progressed but at a different pace. At the conclusion of the study, the two emergent readers were reading at grade level, the two developing readers were one and two grades above grade level, and the two fluent readers had reached 5th and 6th grade level. Although the findings cannot be generalized, it appears that the Guided Reading approach helped cater to very diverse reading abilities, and further studies with larger groups and different grade levels are recommended. en_US
dc.language.iso en en_US
dc.subject English language -- Study and teaching (Elementary) -- Lebanon en_US
dc.subject Reading (Elementary) -- Lebanon en_US
dc.title How young English language learners experience reading instruction in a mixed reading ability classroom. (c2006) en_US
dc.type Thesis en_US
dc.title.subtitle Implementing the guided reading approach 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 199932490 en_US
dc.author.commembers Dr. Mona Nabhani
dc.author.commembers Dr. Ahmad Oueini
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: x, 89 leaves; ill.; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Irma Ghosn
dc.identifier.doi https://doi.org/10.26756/th.2006.32 en_US
dc.publisher.institution Lebanese American University en_US

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