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Using Reciprocal Teaching Strategies...

Almohamadi, Hana M.,

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Using Reciprocal Teaching Strategies to Improve Reading Comprehension for English as a Second Language Students With Learning Disabilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using Reciprocal Teaching Strategies to Improve Reading Comprehension for English as a Second Language Students With Learning Disabilities // Hana M Almohamadi.
Author:	Almohamadi, Hana M.,
Description:	1 electronic resource (94 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30818300
ISBN:	9798381449136

Using Reciprocal Teaching Strategies to Improve Reading Comprehension for English as a Second Language Students With Learning Disabilities /
Almohamadi, Hana M.,

Using Reciprocal Teaching Strategies to Improve Reading Comprehension for English as a Second Language Students With Learning Disabilities /Hana M Almohamadi. - 1 electronic resource (94 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Students who have problems comprehending textual material tend to experience failing grades, peer rejection, and even social isolation. Furthermore, students with poor reading comprehension demonstrate poor academic performance in all subjects, not due to difficulty in learning specific subject content (i.e., math, history, etc.), but rather their inability to comprehend reading passages related to that subject knowledge. Reciprocal teaching (RT) is an effective tool for teaching children with Learning Disabilities (LD) to improve their reading comprehension abilities. These multiple cognitive strategies can meet the needs of many students in terms of more deliberate, directed, and self-regulated learning through students' interaction with reading texts. Still, gaps in the research warrant further investigation as many studies on this topic were published over 20 years ago. Additionally, most studies that looked at reciprocal teaching strategies have not investigated the impact of these strategies with English as a Second Language (ESL) students with LD. This research study investigated the effectiveness of using RT for a group of ESL students with LD and reading comprehension delays for whom English is a second language. A multiple-probe design across three different types of reading texts was used to assess the effectiveness of the RT interventions.

English

ISBN: 9798381449136Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Reciprocal teaching

Using Reciprocal Teaching Strategies to Improve Reading Comprehension for English as a Second Language Students With Learning Disabilities /
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245 1 0 $a Using Reciprocal Teaching Strategies to Improve Reading Comprehension for English as a Second Language Students With Learning Disabilities / $c Hana M Almohamadi.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (94 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500 $a Advisors: Hester, Peggy Committee members: Bobzien, Jonna; Morin, Lisa; Murphy, Kimberly.
502 $b Ph.D. $c Old Dominion University $d 2023.
520 $a Students who have problems comprehending textual material tend to experience failing grades, peer rejection, and even social isolation. Furthermore, students with poor reading comprehension demonstrate poor academic performance in all subjects, not due to difficulty in learning specific subject content (i.e., math, history, etc.), but rather their inability to comprehend reading passages related to that subject knowledge. Reciprocal teaching (RT) is an effective tool for teaching children with Learning Disabilities (LD) to improve their reading comprehension abilities. These multiple cognitive strategies can meet the needs of many students in terms of more deliberate, directed, and self-regulated learning through students' interaction with reading texts. Still, gaps in the research warrant further investigation as many studies on this topic were published over 20 years ago. Additionally, most studies that looked at reciprocal teaching strategies have not investigated the impact of these strategies with English as a Second Language (ESL) students with LD. This research study investigated the effectiveness of using RT for a group of ESL students with LD and reading comprehension delays for whom English is a second language. A multiple-probe design across three different types of reading texts was used to assess the effectiveness of the RT interventions.
546 $a English
590 $a School code: 0418
650 4 $a Special education. $3 516693
650 4 $a English as a second language. $3 516208
650 4 $a Educational psychology. $3 517650
650 4 $a Disability studies. $3 543687
653 $a Reciprocal teaching
653 $a Self-regulated learning
653 $a Reading comprehension abilities
653 $a Academic performance
653 $a Peer rejection
690 $a 0529
690 $a 0201
690 $a 0525
690 $a 0441
710 2 $a Old Dominion University. $b Comm Disorders & Special Educ. $e degree granting institution. $3 3771923
720 1 $a Hester, Peggy $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-08A.
790 $a 0418
791 $a Ph.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30818300