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Dissertations / Theses on the topic 'English reading skills'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Lee, Mei-yi, and 李美儀. "Enhancing critical thinking skills through ICT in English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29953790.

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Ramirez, Christina Maria. "An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024526.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.
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3

Man, Chui-fan. "English reading and phonological skills of primary school children under different teaching approaches." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37424269.

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4

Clower, Shannon Montoya. "Using literature circles to improve literacy skills of English language learners." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SClower2006.pdf.

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Han, Seoung-Hoon. "Improving reading skills in college-level English instruction in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1452.

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6

Molnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.

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The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.
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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

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8

Bravo, de Romero Milena. "The reading strategies of Venezuelan university students when reading in Spanish (L1) and in English (L2)." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310089.

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Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.

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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension.
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Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

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11

Cavieres, Lizette, Patricio Escobar, Carla Gallego, María Trinidad Luengo, Karen Mardones, José Tasso, Osman Torres, and Natalia Zúñiga. "Lexical knowledge and reading comprehension skills in English as a foreign language." Tesis, Universidad de Chile, 2008. http://repositorio.uchile.cl/handle/2250/109759.

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Almeida, Fabiana Vanessa Achy de. "Early reading skills in low socioeconomic status at risk english language learners." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/169233.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
Made available in DSpace on 2016-10-18T03:06:05Z (GMT). No. of bitstreams: 1 342406.pdf: 11887203 bytes, checksum: 2b77ebbdcadc441d0894ac87726a8ba4 (MD5) Previous issue date: 2016
Abstract : Research on literacy development has been predominantly carried outwith monolingual native English speaking learners and has largelydisregarded English language learners (ELLs). Studies have shown thatELLs and monolinguals perform at a similar level of accuracy for wordlevelreading and spelling skills, and they share similar difficulties inthese skills. However, ELLs lag behind their monolingual peers withregards to reading comprehension in English as a second language (L2),factor that places this population at risk of school failure. There havealso been a number of studies that investigate the efficiency ofmultisensory structured language instruction (MSL) in helping readinginstruction, but very few have focused on the implementation of eithercomputer-assisted instruction (CAI), or teacher-mediated (paper-andpencil)instruction, to suit ELLs? specific needs. Keeping theseconsiderations in mind, this small scale exploratory study examinedearly reading skills, namely word and pseudoword recognition, listeningcomprehension, and reading comprehension, in low socioeconomic atrisk ELLs. More specifically, the present dissertation also investigatedthe effects of MSL in computer-assisted and teacher-mediatedintervention. Data was collected during this researcher?s internship atthe Massachusetts General Hospital ? the Institute of Health Professions(MGH-IHP) in Boston (MA, USA). Participants were in the 1st and 2ndgrades of elementary school, 22 ELLs and 21 monolinguals. ELLs? firstlanguage background was diverse, such as Cantonese, Spanish,Mandarin, and Haitian. Intervention lasted for about eight weeks and itconsisted of systematic, structured, and student-guided multisensoryinstruction, with emphasis on visual, auditory, and kinesthetic-tactilestrategies. Pre- and Post-tests were administered before interventionstarted and after intervention was finished. Data was analyzed,quantitatively and qualitatively and, as a whole, findings corroborateprevious research that ELLs did not differ from non-ELLs in measuresof decoding real words and phonemic decoding, listeningcomprehension, and reading comprehension in early stages of readingdevelopment. Additionally, sight word and phonemic decoding skillsseemed to largely contribute to reading comprehension. Listeningcomprehension skills did not have the same impact as word recognitionskills did, which could be explained due to the characteristics of thepopulation of this study, i.e., low-income at risk English limitedproficient learners. Moreover, findings from this study provide evidencethat early reading skills stand out as fundamental competencies in lowsocioeconomic status (SES) at risk learners.

A pesquisa em alfabetização tem sido predominantemente conduzida com estudantes nativos monolíngues de língua inglesa e tem desconsiderado amplamente os aprendizes de inglês como segunda língua, neste caso, aprendizes de Inglês (ELLs). Os estudos têm demonstrado que os aprendizes de Inglês e os alunos monolíngues têm um desempenho de acurácia semelhante no reconhecimento de palavras e em testes de soletramento. No entanto, os aprendizes de Inglês têm um desempenho inferior ao dos monolíngues em tarefas de compreensão leitora em Inglês como segunda língua (L2), fator este que os coloca em risco de fracasso escolar. Há também alguns estudos que investigaram a eficácia do método multissensorial (MSL) no auxílio da leitura, mas muito poucos com foco na implementação da instrução assistida por computador (CAI), ou mediada pelo professor, com papel e lápis, os quais atentassem para as necessidades específicas dos aprendizes de Inglês. Tendo em mente tais colocações, este estudo exploratório de pequena escala examinou as habilidades de leitura de nível básico, como o reconhecimento de palavras e de pseudopalavras, a compreensão auditiva e a compreensão leitora em aprendizes de Inglês, os quais estão em potencial risco de fracasso escolar e pertencem a uma classe socioeconômica mais pobre. Mais especificadamente, esta dissertação também investigou os efeitos do método multissensorial na instrução assistida por computador (CAI), e na mediada pelo professor, com papel e lápis. Os dados do estudo foram coletados durante o período do doutorado-sanduíche no Massachusetts General Hospital the Institute of Health Professions (MGH-IHP), em Boston (MA, EUA). Os participantes cursavam os 1º e 2º anos do ensino fundamental, sendo 22 aprendizes de Inglês e 21 monolíngues. Entre os exemplos de línguas maternas dos aprendizes de Inglês podemos citar o Cantonês, o Espanhol, o Mandarim e o Haitiano. A intervenção durou aproximadamente oito semanas e consistiu em instrução multissensorial, sistemática e estruturada, desenvolvida de acordo com as necessidades de cada aluno, com ênfase em estratégias visuais, auditivas, cinestéticas e tácteis. Pré- e Pós-testes foram aplicados antes da intervenção começar e depois que a intervenção havia sido finalizada. Os dados foram analisados, quantitativa e qualitativamente e, de uma maneira geral, as conclusões corroboram os resultados de pesquisas anteriores de que o desempenho dos aprendizes de Inglês é semelhante em medidas de reconhecimento de palavras e decodificação fonêmica, compreensão auditiva e compreensão leitora em estágios iniciais de desenvolvimento da habilidade leitora. Além disso, as habilidades de reconhecimento de palavras familiares e decodificação fonêmica parecem contribuir amplamente para a compreensão leitora. A compreensão auditiva não produziu os mesmos resultados, e não parece ter influenciado a compreensão leitora tal como a habilidade de reconhecimento de palavras, o que pode ser explicado pelas características da população deste estudo, isto é, alunos com proficiência limitada do Inglês, em potencial risco de fracasso escolar e provenientes de uma baixa classe socioeconômica. No mais, os resultados deste estudo fornecem evidência de que as habilidades de leitura de níveis mais básicos destacam-se como fundamentais para alunos com proficiência limitada do Inglês, em potencial risco de fracasso escolar e de origem socioeconômica deficitária.
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13

Campbell, Nancy. "Literacy and the teaching of English as a foreign language : a skills approach." Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278550.

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14

Sanchez, Giselle. "Prediction of English and Spanish Early Literacy Skills of English Language Learners in the Primary Grades." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3893.

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This study explored how language, emergent literacy, and reading skills in both English and Spanish develop with a group of English language learners (ELLs) (n = 267). Specifically, the researcher investigated what early language and literacy skills were the most important predictors of reading abilities as indicated by the Book Task in prekindergarten through first grade. Early language and literacy skills were assessed utilizing subtest from the Woodcock Language Proficiency Batter - Revised, the Woodcock Language Proficiency Battery - Revised - Spanish Form and the Phonological Awareness Task. Participants came from households where Spanish was one of the languages spoken. Multiple linear regression and path analyses were utilized to reveal the importance of each predictor variable during each grade level. Results indicated that vocabulary, listening comprehension, letter-word recognition, and phonological awareness are the most important predictors throughout the grade levels. These results are discussed in terms of their potential implications for research and practice with ELLs.
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15

O'Gorman, Elizabeth Teresa. "The effects on reading comprehension and writing skills of training in identifying the status of information in texts." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38626366.

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16

Monaghan, Dunja. "Basic reading skills in L1 and L2, a comparison of Croatian and English." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29166.pdf.

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Leung, Kar, and 梁嘉. "How phonics help primary L2 learners in acquiring reading skills in learning English?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29521853.

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18

Klett, Lisa M. "The effects of a secondary early reading intervention on the reading skills of young, urban, English language learners." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407160116.

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19

Middleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.

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20

Sievert, Jessica. "Evaluation of structured English immersion and bilingual education on the reading skills of limited English proficient students in California and Texas /." View online, 2007. http://ecommons.txstate.edu/arp/262/.

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21

McCoubrey, Gail. "Relationships between adolescents' oral language skills, metacognitive knowledge and strategies and reading comprehension in English and French." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114148.

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This thesis examined bilingual reading comprehension within the parameters of two theories of second language (L2) reading comprehension performance: the Linguistic Interdependence Hypothesis (LIH) and the Linguistic Threshold Hypothesis (LTH). The oral language skills and metacognitive knowledge and reading strategies that relate to L2 reading comprehension are first described. The shortcomings of previous research in L2 reading comprehension are then discussed. The following four research questions are then posed: (1) What oral language skills contribute to reading comprehension in English (L1) and French (L2)?; (2) How does metacognitive knowledge and strategies for reading comprehension compare and contrast in English and French?; (3) What type of metacogitive knowledge and skills contribute to reading comprehension in English and French?; and (4) What is the relative influence of oral language and metacognitive knowledge and strategies on reading comprehension in English and French? Based on the research results, a fifth question was addressed in the Discussion: Which theoretical framework (LIH; LTH) provides a better explanation for the results of this study? Participants were 48 bilingual adolescents who spoke English (L1) and French (L2), enrolled in grade 10, and attended mainstream anglophone high schools in Quebec. They completed oral language and reading comprehension tasks in English and French, and questionnaires about their strategies for reading comprehension in both languages. Multiple linear regression analyses revealed that vocabulary skills contributed to reading comprehension in both English and French. Furthermore, word-reading difficulty was a metacognitive factor that related to reading in English and French. Perceived difficulty of word reading in English significantly related to English reading comprehension. Although participants' repertoire of French metacognitive components was more strategic and reader-directed compared to the English strategies, none of the French strategies significantly related to French or English reading comprehension. When only the significant oral language and metacognitive factors were entered into one analysis, French vocabulary predicted English and French reading comprehension. More support was found for the LIH in light of L2 vocabulary predicting both L1 and L2 reading. Differences between the curricula for L1 and L2 language learning were discussed and set the parameters for an explanation of the absence of cross-language transfer of metacognitive reading strategies.
Cette recherche avait pour but l'évaluation de la compréhension en lecture en langue seconde (L2) selon deux théories: le Linguistic Interdependence Hypothesis (LIH) et le Linguistic Threshold Hypothesis (LTH). Les habiletés en langue orale et les stratégies métacognitives en lecture en L2 ont été décrites. Ceci a été suivi par une discussion des principaux désavantages des études antérieures. Quatre questions ont été posées dans cette recherche: (a) Quelles habiletés en langue orale contribuent à la compréhension en lecture en anglais (L1) et en français?; (b) Comment se comparent les stratégies métacognitives pour la compréhension en lecture en anglais et en français?; (c) Quels types de stratégies métacognitives contribuent à la compréhension en lecture en anglais et en français?; (d) Quelle est l'influence relative des habiletés orales et les stratégies métacognitives sur la compréhension en lecture en anglais et en français? Une cinquième question a été posée au cours de la Discussion car elle est basée sur les résultats des quatre premières questions: Quelle théorie est mieux appuyée selon les résultats de cette recherche? Les participants(es) furent un groupe de 48 adolescents(es) fréquentant l'école anglaise régulière au Québec. Tous ont accompli un ensemble de tâches en langage oral et en compréhension en lecture. Ils ont répondu à des questionnaires portant sur leurs stratégies métacognitives en lecture en anglais et en français. Leur fonctionnement intellectuel non-verbal et leur habileté à lire des listes de mots ont aussi été évalués. Les connaissances en vocabulaire en L1 et en L2 ont contribué à la compréhension en lecture dans les deux langues. Des aspects touchant la difficulté en lecture de mots étaitent un facteur commun en L1 et en L2. Ce facteur a contribué à la compréhension en lecture en anglais. Bien que le répertoire de stratégies métacognitives en français semblait plus centré vers le lecteur comparé aux stratégies en anglais, aucune des stratégies en français n'a contribué à la performance en lecture en français ou en anglais. Une analyse comparant seulement les habiletés orales et les stratégies métacognitives significatives a révélé que le vocabulaire en français pouvait prédire les performances en lecture en anglais et en français. Le LIH offre une meilleure explication des résultats obtenus dans cette étude car cette théorie permet à la recherche de constater l'habileté du transfert non seulement de L1 à L2, mais aussi d'un plan inversé–de L2 à L1.
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Putman, Lana L. "A study to examine the effects of emphasizing phoneme-grapheme correspondence and de-emphasizing letter names on early literacy skills in kindergarten children /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181122.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 128-137). Also available for download via the World Wide Web; free to University of Oregon users.
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23

Wong, So-shan, and 黃素珊. "Teachers' views of methods for teaching reading and writing skills in Chinese and English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962014.

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Sadeghi, Amir. "Towards a universal model of reading investigations into Persian monolingual and English-Persian bilingual speakers." Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/7809.

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The research reported in this thesis aimed to investigate potential cognitive-linguistic predictors of reading comprehension levels amongst Persian monolingual and Persian-English bilingual primary school children. The Persian orthography, unlike English, is written from right to left. It is cursive and most of the letters change their shape when connecting to letters on one or both sides. The orthography also has the feature of using marks to represent sounds within the language. These marks are not always included in written text, particularly when the text is targeted at more experienced readers. Over 200 school-children in Iran from grades 2 to 5 were given measures of text reading comprehension involving Cloze completion or passages followed by questions. Comprehension levels were compared to scores on measures of language competence, phonological ability, orthographic processing and speed of processing. Analyses indicated that Persian reading comprehension levels, consistent with English models of reading, were predicted by measures of linguistic competence and word decoding, with the latter being predicted by phonological and orthographic processing skills. However, orthographic skills and speed of processing showed predictions of Persian reading comprehension independent of word decoding processes, findings that differed to those predicted from the English-language derived models. These findings were examined among over 150 Persian-English bilingual children in Persian grades 2 to 5 who attending mainstream schools in New Zealand or Australia. These children were being educated in an English medium context, but with Persian as their home language. Analyses of predictors of reading levels verified the findings reported from the monolingual data. In addition, comparisons of good and poor reading comprehenders argued for deficits in either language or word decoding skills to potentially produce different sub-groups of poor readers, with the findings also being consistent with deficits in phonological decoding and/or orthographic processing skills consistent with dual-route or triangle models of literacy learning disabilities. The thesis findings were used to derive a model of Persian reading comprehension similar to the simple view of reading. The findings can also inform the development of cross-language models of reading and global theories of reading comprehension.
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Erkan, Gokce. "Developing Reading Skills In English Through Strategy Training At Upper Intermediate Level In Bilkent University School Of English Language." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606127/index.pdf.

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This study aimed at investigating the effectiveness of a strategy training approach that was followed during a course. The purpose of the study was to determine whether students who received strategy training on reading skills would score better on a reading test as compared to those who did not receive such training but followed the book only. Two upper intermediate level EFL classes at Bilkent Universith School of English Language participated in the study. The data were collected through quantitative and qualitative data collection instruments. The pre-test and the post-test results provided the quantitative data, and the qualitative data came from the students'
feedback journals and the interviews held with the students. The comparison of the means of the pre-test scores of both control and experimental groups showed that the two groups were not significantly different in terms of their reading proficiency. However, the post-test results of the groups yield significant difference in favor of the experimental group. The results indicated that the training the experimental group received contributed to students'
reading skills development.
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Söderqvist, Fredrik. "Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.

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This study examines, through the use of a quantitative questionnaire, to what extent Swedish upper secondary students are involved in receptive and productive extramural English activities and what their perceptions are of learning English inside and outside of school. Extramural English (EE) is a term referring to the English students encounter outside school as extra means ‘outside’ and mural means ‘walls’. This study also investigates if the students perceive that the extramural English activities facilitate their classroom learning of English, and more specifically in relation to the language proficiencies reading, listening, writing and speaking. The results showed that the students reported being involved in mostly receptive EE activities as the most common activities they reported being involved in daily were related to listening and reading. The listening activities involved watching English-language TV-programs, TV-series and movies with and without Swedish subtitles and reading English texts. 98% of the students perceived that they do learn English outside of school while 68.6% of the students perceived that the English that they learned outside school facilitated classroom learning. The language proficiency the students perceived they developed most outside school was listening as 39% reported they "developed very much". The majority of students also reported to be more comfortable speaking and writing in English outside of school, and 57% indicated that they have learned most of their English knowledge outside of the school environment.
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Hegeman, Laura E. "An analysis of TABE reading test components to determine deficient reading skills in English language learners at Chippewa Valley Technical College." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hegemanl.pdf.

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Peyton, Kari C. "Measuring the predictive power of dynamic indicators of basic early literacy skills across grade levels for English language learners." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009peytonk.pdf.

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Lipka, Orly. "Reading comprehension skills of grade 7 students who are learning English as a second language." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23740.

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Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). Thus, it is important to investigate the cognitive and linguistic factors that have an influence on reading comprehension of English-as-a-Second-Language (ESL) speakers, especially during the higher grades, when there is a shift from “learning to read” to” reading to learn”. This study examined the cognitive aspects of reading comprehension among L1 and ESL speakers in the seventh grade. The performance of both groups was compared and the role of relevant processes, including, memory, phonological awareness, morphological and syntactic awareness, word reading and fluency was assessed. Three comprehension groups were examined: (1) children with poor comprehension in the absence of word reading difficulties, (2) children with poor word reading and poor comprehension, and (3) children with good word reading and comprehension abilities. ESL and the L1 students in grade 7 performed in a similar way on all the reading comprehension measures, word reading and underlying cognitive measures. Only on two language related measures, syntactic awareness and working memory for words, the L1 students performed better than the ESL. Similar prevalence of reading comprehension subgroups was found for ESL and L1 students, with under 2 percent of students classified as reading disabled. The profile of students with poor comprehension was presented as well as profile of students with poor reading skills. Implications for identification of reading comprehension subgroups and for reading comprehension programs were discussed. In addition, the role of the school psychologist in relation to reading comprehension skills was presented.
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Li, Te-yuan, and n/a. "Effective reading for senior high schools in Taiwan." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060817.102417.

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Reading has always received a great deal of attention at both junior and senior high schools in Taiwan. However, reading ability of English after six years' learning is not satisfactory. The main problem is that students do not read for the main idea nor for the relationships between sentences. In addition, English reading skills, even at the college level, are limited to referring to the dictionary and analyzing sentence structures. The purpose of the present study is to explore this area; in particular, to determine the causes of and to provide solutions to the problem of reading difficulty by conducting a content analysis. This study focuses on a content analysis in four areas:(1) Analysis of reading comprehension questions, (2) analysis of gradation of readability, (3) analysis of gradation of structures, and (4) comparison of cohesive ties between Chinese and English written texts using similar topics. The text samples to be examined included two areas: (1) Book Six of The Standard English Textbook. This is the final volume of the series currently prescribed for senior high schools in Taiwan, and (2) three texts written in Chinese and English, with similar topics. It is hoped that some implications will be drawn from this study for improving the effectiveness of teaching reading in English at the secondary level in Taiwan.
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Rehmann, Robyn G. "The effect of Earobics Step 1, software on student acquisition of phonological awareness skills /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181124.

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Thesis (D.Ed..)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 142-157). Also available for download via the World Wide Web; free to University of Oregon users.
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Kourea, Lefki. "Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools a follow-up investigation /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1185479306.

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Ryan-Laszlo, Catherine Marie. "Certain Phonological Skills in Late Talkers." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4625.

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While there is general agreement among researchers in the field of language and learning disabilities upon the language hypothesis for reading failure, little research has been explored concerning the relationship between the phonological production skills of preschool children and the same children's prereading abilities in kindergarten. This study examined two aspects of phonological skill (a) the relationship of early phonological production errors and later success on phonological awareness and general prereading skill, and (b) determining if prereading deficits in a group of children with a history of lanquage delay reside specifically in the phonological awareness items or the prereading score in general. The subjects used for this study included 29 "normal" talkers and 30 "late talkers", as determined by the Language Development survey (Rescorla, 1989) when the subjects were between 20-34 months. When the subjects were three years old, a language sample was obtained and later phonemically transcribed from audio tape and entered into the PEPPER computer program to compute the percentage consonants correct (PCC) for each child. The subjects were later evaluated during their kindergarten year for reading readiness, using the Developmental Skills Checklist. This study found that Late Talkers have significantly lower PCCs than there normal talking peers at age three, but their PCCs do not predict their prereading or phonological awareness skills at kindergarten. Phonological awareness was further investigated in terms of supraseqmental and segmental levels of phonological awareness, there was no significant difference between the groups on either level of phonological awareness. However, there was a nonsignificant trend (p
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34

Buys, Nelia. "An interactive, multimedia, web-based program to develop proficiency in specific reading skills for English first-year university students : an empirical study." Thesis, Link to the online version, 2004. http://hdl.handle.net/10019/2935.

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Robitaille, Elizabeth Grove. "Supporting teachers in assessing the language and literacy skills of preschool English language learners." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872172531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Nelson, Meleah L. "Assessing the early literacy skills of young English learners : use of DIBELS in Spanish /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102181.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-111). Also available for download via the World Wide Web; free to University of Oregon users.
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Nyak, Gopa. "The Contribution of 'guided interactive reading' to the development of reading skills and attitudes towards reading in Chinese learners of English as a second language." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517302.

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Vucicevic, Vesna. "The influence of English as second language on reading skills in first grade children, a comparison." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ40678.pdf.

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39

O'Gorman, Elizabeth Teresa. "The effects on reading comprehension and writing skills of training inidentifying the status of information in texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B38626366.

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Ambatchew, Michael Daniel. "The Effect of primary English readers on reading skills in Ethiopia a study in African educational needs /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06142004-143840/.

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Yu, Yuet Ngor. "Using weblogging to develop schema-based English reading skills of Chinese students in Hong Kong secondary schools." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10583/.

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This thesis investigates how far weblogging can be used to develop schema English reading skills of Chinese secondary school students in Hong Kong. The theoretical foundation of the research design is built on a sociocultural model originating in Constructivism within which communication through discussion or sharing of ideas is the preferred approach for second language learning. Constructivists’ theory integrates reading, schema, and weblogging that are the three core concepts to be examined in my research. The examination is facilitated by the methodological framework that adopts a mixed methods approach involving case study and experimental study methods. An experiment was conducted among eight sample case Chinese students of which four students formed an online community of practice on weblog so that they could experience reflective learning while using their schemata in reading English texts. Both qualitative and quantitative data were collected from the experiment and case studies. Analysis of these data had considered individual differences of Chinese students in the process of English reading skills development. The analyzed results give evidences to address the research purposes and questions on exploring the relationship between weblogging and second language textual development, in particular schema-based English reading skills of Chinese students. Major findings of the research reveal how weblogging can facilitate schema development in reading and explain to what extent weblogging can be used as a useful means to develop schema-based reading skills in the context of second language learning.
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Elshikh, Mohamed Ebrahim. "Psycho-linguistic predictors of L1-Arabic and L2-English reading and writing skills for Arabic speaking children." Thesis, University of Surrey, 2012. http://epubs.surrey.ac.uk/810917/.

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Abstract Four studies investigated potential psycho-linguistic predictors of Ll Arabic and L2 English literacy skills amongst Arabic speaking children in different school stages in Kuwait: primary, intermediate and secondary. Word-level reading, reading comprehension and writing production measures determined literacy levels across the groups. Phonological processing skills were assessed by measures of phonological awareness, rapid naming and phonological memory, and measures of listening comprehension, morphological awareness, vocabulary and syntax were used to assess more general language skills. Backward digit span and listening span were also used to measure working memory processes. The results argued for the influence of these psycho-linguistic skills on bilingual literacy development, with measures of phonological, morphological and syntactic awareness being reliable predictors of reading comprehension in both Arabic and English. Non- word decoding and phonological awareness predicted variance in basic word-level literacy skills in both Arabic and English. Morphological awareness explained variance in reading comprehension in Ll Arabic and L2 English independent from word decoding skills. Vocabulary and syntax had comparable strengths in explaining variability in reading comprehension and writing production in both languages. And L2 working memory was important for L2 reading comprehension. In addition, there were cross-language predictions: L2 listening comprehension supported Ll reading comprehension, while Ll non-word reading and syntactic ability supported L2 reading comprehension. Although some relationships seemed to be more specific to one orthography or LUL2, there was a commonality of predictors for English and Arabic literacy skills through the four studies, which allowed models of psycho-linguistic influences on literacy development to be developed based on current perspectives on literacy acquisition. These models and newly-developed literacy measures appropriate for work with Arab bilingual children should inform future research and practice, as well as theory 2 development, which should increase understanding ofliteracy development in non- English contexts.
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Mohamed, S. "Evaluating EFL students' reading comprehension skills with reference to the Department of English at Zawia University, Libya." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4418/.

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This study investigated the main challenges that faced Libyan students in reading comprehension within the English language programme at Zawia University, Libya, through the perceptions of lecturers and students at the Department of English. This study also evaluated the current teaching practices of reading comprehension at the Department of English at Zawia University. It also identified the key causal factors that contributed to the students' inadequate reading comprehension performance. Reading comprehension as a research topic has been extensively researched and it is still of current interest. The key literature in this study is polarised around two streams. The first stream presents different aspects of reading: definitions, importance, complexity, purposes of reading, types of reading and approaches to reading. The second stream is related to various issues about the three main components of the reading comprehension module: learners, teachers and reading material. The philosophical paradigm underpinning this study is predominantly positivist; thus, eight hundred questionnaires were distributed to reach as many students as possible in order to find out the answer to an inquiry through numerical evidence. After distributing the questionnaires, semi-structured interviews were conducted to gauge the lecturers’ viewpoints about the teaching and learning of reading comprehension. Four hundred and forty nine students filled up the questionnaires, which were analysed using SPSS while seven lecturers participated in the interviews that were analysed through content analysis. Findings revealed that students at the Department of English at Zawia University lack the reading skills and the culture of reading and face difficulties in English reading comprehension. Many lecturers are not aware of reading skills and they teach reading comprehension in a traditional way with over-emphasis on decoding and accuracy. The insufficient learning environment at the department has a negative impact on the process of learning and teaching because of the lack of facilities and library resources, overcrowded classes, and limited time allocated to reading classes. This study has added a theoretical contribution through expanding the literature, which brings about academic benefits for future researchers in education in the Arab world, particularly in Libya. Future researchers can use the conceptual model for reading comprehension that is designed by the researcher to investigate what factors influence this process.
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44

Ng, Sau-Wai Christina. "The effects of direct instruction in phonological skills on L2 reading performance of Chinese learners of English." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019286/.

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Phonological skills are found to be highly predictive of children's reading achievement in the English LI context. Chinese ESL learners are found to be weak in phonological skills because of their logographic Ll background. They often have difficulties in decoding English words, and thus affect their L2 reading development. LI training studies showed that improvement in phonological skills will lead to improvement in reading performance. But no similar training study for Chinese ESL learners is found. This thesis reports three studies which aim at (i) confirming the relationship between phonological skills and reading development in the L2 context of Chinese learners, (ii) identifying the effects of phonological skills training on reading performance, and (iii) determining the effective level or age for receiving the training. The first study compared two groups of Chinese ESL learners, one with phonological skills training in their LI literacy experience and the other without. Results indicated that better phonological skills had led to more effective L2 reading development of the former group. The second and third studies are phonological skills training experiments conducted to Hong Kong students at primary and secondary school levels. The studies found that training at primary level was effective in improving the students' phonological skills, decoding efficiency and reading performance. However, the phonological skills training at secondary level produced no significant effect. Results of the three studies together add positive evidence to research related to phonological skills and reading development, especially in the L2 context. Results of the two training studies conducted at different levels indicate that phonological skills training can be effective if given at early stage, to support L2 literacy development and to counteract interference from Ll. The participants' age and the length of the programme could be determining factors for the effectiveness of the training.
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Wong, Kit-mei. "Investigating the effectiveness of direct instruction of guessing from context for improving English as a second language primary students' word-attack skills." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567703X.

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46

Souter, Colin W. "Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.

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Bibliography: pages 78-90.
There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.
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Valencia, Louise Jeanine. "Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2428.

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This project will focus on a different method to teach pre-reading skills to kindergarten students and to ESL students. The strategy of using nursery rhymes as a tool for teaching pre-reading skills to kindergarteners and second language learners is an avenue to explore while addressing the different challenges facing a teacher. As an educator, we know that children learn through different modalities including auditory, kinesthetic and tactile.
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Jackson, Mary-Jane. "Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006353.

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Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
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Carroll, David John. "The character of second-language reading skills in English of Canarese secondary-school pupils, related to teaching received." Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/23781.

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Watkins-Mace, Sarah P. "The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.

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