東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Impact of Collaborative Strategi...

Benlyazid, Fatimaezzahra.

Linked to FindBook

Google Book

Amazon

博客來

The Impact of Collaborative Strategic Reading on ESL International Students' Reading Comprehension and Metacognitive Awareness in College.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Collaborative Strategic Reading on ESL International Students' Reading Comprehension and Metacognitive Awareness in College./
Author:	Benlyazid, Fatimaezzahra.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	144 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Reading instruction. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28257891
ISBN:	9798698569282

The Impact of Collaborative Strategic Reading on ESL International Students' Reading Comprehension and Metacognitive Awareness in College.
Benlyazid, Fatimaezzahra.

The Impact of Collaborative Strategic Reading on ESL International Students' Reading Comprehension and Metacognitive Awareness in College. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 144 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.(Educ.))--Seattle Pacific University, 2019.

This item must not be sold to any third party vendors.

Many ESL international students struggle with academic reading, which hinders their success in American colleges. Collaborative Strategic Reading (CSR) is a multi-component approach that trains struggling readers to apply a set of cognitive and metacognitive strategies to enhance their reading comprehension and content area reading. This quasi-experimental nonequivalent control group pretest-posttest study aims to evaluate the effect of CSR on ESL international students' reading comprehension and their metacognitive awareness in college. The researcher employed Degrees of Reading Power (DRP) and Metacognitive Awareness of Reading Strategies Inventory (MARSI) measurement tools to collect the data. Capturing students' perceptions of CSR in the treatment condition is another area the researcher explored in this study. Thirty-two intermediate ESL international students were involved in this investigation using convenience sampling. Failing one of the main assumptions of MANCOVA has led the researcher to conduct two One-Way ANCOVAs to analyze the data. The findings of the study were statistically significant for both the reading comprehension and the metacognitive knowledge (p < .05) after controlling for the reading and metacognitive awareness pretest scores favoring the CSR group.

ISBN: 9798698569282Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Struggling readers

The Impact of Collaborative Strategic Reading on ESL International Students' Reading Comprehension and Metacognitive Awareness in College.
LDR:02567nmm a2200373 4500 001 2279470
005 20210817110146.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9798698569282
035 $a (MiAaPQ)AAI28257891
035 $a AAI28257891
040 $a MiAaPQ $c MiAaPQ
100 1 $a Benlyazid, Fatimaezzahra. $3 3557924
245 1 4 $a The Impact of Collaborative Strategic Reading on ESL International Students' Reading Comprehension and Metacognitive Awareness in College.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 144 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Nagy, William.
502 $a Thesis (Ph.D.(Educ.))--Seattle Pacific University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Many ESL international students struggle with academic reading, which hinders their success in American colleges. Collaborative Strategic Reading (CSR) is a multi-component approach that trains struggling readers to apply a set of cognitive and metacognitive strategies to enhance their reading comprehension and content area reading. This quasi-experimental nonequivalent control group pretest-posttest study aims to evaluate the effect of CSR on ESL international students' reading comprehension and their metacognitive awareness in college. The researcher employed Degrees of Reading Power (DRP) and Metacognitive Awareness of Reading Strategies Inventory (MARSI) measurement tools to collect the data. Capturing students' perceptions of CSR in the treatment condition is another area the researcher explored in this study. Thirty-two intermediate ESL international students were involved in this investigation using convenience sampling. Failing one of the main assumptions of MANCOVA has led the researcher to conduct two One-Way ANCOVAs to analyze the data. The findings of the study were statistically significant for both the reading comprehension and the metacognitive knowledge (p < .05) after controlling for the reading and metacognitive awareness pretest scores favoring the CSR group.
590 $a School code: 1043.
650 4 $a Reading instruction. $3 2122756
650 4 $a Higher education. $3 641065
650 4 $a English as a second language--ESL. $3 3423990
653 $a Struggling readers
653 $a Collaborative strategic reading
653 $a Metacognition
653 $a Metacognitive strategies
653 $a Reading comprehension
690 $a 0535
690 $a 0441
690 $a 0745
710 2 $a Seattle Pacific University. $b School of Education. $3 3353325
773 0 $t Dissertations Abstracts International $g 82-06A.
790 $a 1043
791 $a Ph.D.(Educ.)
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28257891