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Teachers' Perspectives on the Impact...

Alsultan, Riham,

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Teachers' Perspectives on the Impact of Interactive Read Aloud Strategies for Comprehension Skills of Saudi Kindergarten Students: A Mixed Method Study = = وجهات نظر المعلمات حول تأثير استراتيجيات القراءة الجهرية التفاعلية لمهارات الفهم القرائي والاستيعاب لدى طلاب رياض الأطفال السعوديين: دراسة منهجية مختلطة /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perspectives on the Impact of Interactive Read Aloud Strategies for Comprehension Skills of Saudi Kindergarten Students: A Mixed Method Study =/ Riham Alsultan.
Reminder of title:	وجهات نظر المعلمات حول تأثير استراتيجيات القراءة الجهرية التفاعلية لمهارات الفهم القرائي والاستيعاب لدى طلاب رياض الأطفال السعوديين: دراسة منهجية مختلطة /
Author:	Alsultan, Riham,
Description:	1 electronic resource (194 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Early childhood education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30996933
ISBN:	9798382344065

Teachers' Perspectives on the Impact of Interactive Read Aloud Strategies for Comprehension Skills of Saudi Kindergarten Students: A Mixed Method Study = = وجهات نظر المعلمات حول تأثير استراتيجيات القراءة الجهرية التفاعلية لمهارات الفهم القرائي والاستيعاب لدى طلاب رياض الأطفال السعوديين: دراسة منهجية مختلطة /
Alsultan, Riham,

Teachers' Perspectives on the Impact of Interactive Read Aloud Strategies for Comprehension Skills of Saudi Kindergarten Students: A Mixed Method Study =وجهات نظر المعلمات حول تأثير استراتيجيات القراءة الجهرية التفاعلية لمهارات الفهم القرائي والاستيعاب لدى طلاب رياض الأطفال السعوديين: دراسة منهجية مختلطة /Riham Alsultan. - 1 electronic resource (194 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Reading comprehension is a very integral element of encouraging lifelong learning amongst kindergarten students. The main objective of this research is to investigate teachers' perspectives on the effectiveness of interactive read-aloud (IRA) in improving reading comprehension skills amongst kindergarten students in Saudi Arabia. The study's overarching aim was to determine how interactive reading-aloud strategies employed by Saudi kindergarten teachers during interactive read-aloud time impact Saudi kindergarten students' overall comprehension skills through the perceptions of teachers regarding the effectiveness of these strategies. To achieve this objective, the researcher employed a mixed-method research design, a combination of both quantitative and qualitative strategies. The quantitative process involved administering quantitative surveys to 269 kindergarten teachers in Saudi Arabia. The qualitative process involved online interviewing of 8 experienced kindergarten teachers in Saudi Arabia. Participants in the study were chosen via purposive sampling. The results of the study showed that 84% (N = 225) of the participants used IRA in their classroom. The results also showed that the majority of teachers (55.56%, n=125) believe that IRA has an impact on the comprehension skills of their students. Only 2.2%, (N=5) strongly disagreed with that opinion. The qualitative findings showed that the interviewed teachers all believed IRA is an effective tool for developing students' language skills, comprehension, and engagement in interactive story reading. The qualitative findings revealed that the interviewed teachers faced a variety of challenges when implementing IRA, including a lack of appropriate resources, particularly age-appropriate children's books suitable for IRA; a lack of clear guidelines and training on IRA; and a lack of significant parental involvement. The researcher concludes by stating that the mentioned challenges need to be addressed and the use of IRA in kindergarten needs to be encouraged in Saudi Arabia.

English

ISBN: 9798382344065Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Comprehension skills

Teachers' Perspectives on the Impact of Interactive Read Aloud Strategies for Comprehension Skills of Saudi Kindergarten Students: A Mixed Method Study = = وجهات نظر المعلمات حول تأثير استراتيجيات القراءة الجهرية التفاعلية لمهارات الفهم القرائي والاستيعاب لدى طلاب رياض الأطفال السعوديين: دراسة منهجية مختلطة /
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520 $a Reading comprehension is a very integral element of encouraging lifelong learning amongst kindergarten students. The main objective of this research is to investigate teachers' perspectives on the effectiveness of interactive read-aloud (IRA) in improving reading comprehension skills amongst kindergarten students in Saudi Arabia. The study's overarching aim was to determine how interactive reading-aloud strategies employed by Saudi kindergarten teachers during interactive read-aloud time impact Saudi kindergarten students' overall comprehension skills through the perceptions of teachers regarding the effectiveness of these strategies. To achieve this objective, the researcher employed a mixed-method research design, a combination of both quantitative and qualitative strategies. The quantitative process involved administering quantitative surveys to 269 kindergarten teachers in Saudi Arabia. The qualitative process involved online interviewing of 8 experienced kindergarten teachers in Saudi Arabia. Participants in the study were chosen via purposive sampling. The results of the study showed that 84% (N = 225) of the participants used IRA in their classroom. The results also showed that the majority of teachers (55.56%, n=125) believe that IRA has an impact on the comprehension skills of their students. Only 2.2%, (N=5) strongly disagreed with that opinion. The qualitative findings showed that the interviewed teachers all believed IRA is an effective tool for developing students' language skills, comprehension, and engagement in interactive story reading. The qualitative findings revealed that the interviewed teachers faced a variety of challenges when implementing IRA, including a lack of appropriate resources, particularly age-appropriate children's books suitable for IRA; a lack of clear guidelines and training on IRA; and a lack of significant parental involvement. The researcher concludes by stating that the mentioned challenges need to be addressed and the use of IRA in kindergarten needs to be encouraged in Saudi Arabia.
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590 $a School code: 0005
650 4 $a Early childhood education. $3 518817
650 4 $a Middle Eastern studies. $3 3168421
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational psychology. $3 517650
653 $a Comprehension skills
653 $a Interactive read-aloud
653 $a Kindergarten children
653 $a Saudi Arabia
653 $a Teachers' practices
653 $a Teacher's strategies
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