Articles producció científica> Estudis Anglesos i Alemanys

Multiple Strategies Approach and EFL Reading Comprehension of Learners with Dyslexia: Teachers' Perceptions

  • Identification data

    Identifier: imarina:5132211
    Handle: https://hdl.handle.net/20.500.11797/imarina5132211
    Authors:
    Awada G., Plana M.
    Abstract:
    The present study reports the perceptions that the teachers have of the usefulness of a combined strategy instruction for the improvement of the reading comprehension skill in students with dyslexia. These students are placed in regular classes on a full-time basis (inclusion) and their situation has not been changed for the purpose of this study. The strategy instruction includes graphic organizers, visual displays, mnemonic illustrations, movie maker journaling and movie use, prediction, inference, text structure awareness, main idea identification, summarization, and questioning. The findings of the qualitative analysis indicate that all those strategies help students improve the reading comprehension of narrative texts. However, teachers explain that each strategy has positive aspects as well as drawbacks. This study will help teachers to design appropriate syllabus as well as sets of activities to groups of students in inclusive settings.

  • Others:

    Author, as appears in the article.: Awada G., Plana M.
    Department: Estudis Anglesos i Alemanys
    URV's Author/s: Gutiérrez-Colon Plana, Maria del Mar
    Keywords: Teacher perception Reading comprehension strategies Lebanese schools Inclusive model English as a foreign language Dyslexia
    Abstract: The present study reports the perceptions that the teachers have of the usefulness of a combined strategy instruction for the improvement of the reading comprehension skill in students with dyslexia. These students are placed in regular classes on a full-time basis (inclusion) and their situation has not been changed for the purpose of this study. The strategy instruction includes graphic organizers, visual displays, mnemonic illustrations, movie maker journaling and movie use, prediction, inference, text structure awareness, main idea identification, summarization, and questioning. The findings of the qualitative analysis indicate that all those strategies help students improve the reading comprehension of narrative texts. However, teachers explain that each strategy has positive aspects as well as drawbacks. This study will help teachers to design appropriate syllabus as well as sets of activities to groups of students in inclusive settings.
    Thematic Areas: Education & educational research Education Educação Ciencias sociales
    ISSN: 1694609X
    Author's mail: mar.gutierrezcolon@urv.cat
    Author identifier: 0000-0001-8479-4933
    Record's date: 2024-07-27
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: http://www.e-iji.net/dosyalar/iji_2018_3_32.pdf
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: International Journal Of Instruction. 11 (3): 463-476
    APA: Awada G., Plana M. (2018). Multiple Strategies Approach and EFL Reading Comprehension of Learners with Dyslexia: Teachers' Perceptions. International Journal Of Instruction, 11(3), 463-476. DOI: 10.12973/iji.2018.11332a
    Article's DOI: 10.12973/iji.2018.11332a
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2018
    Publication Type: Journal Publications

  • Keywords:

    Education,Education & Educational Research
    Teacher perception
    Reading comprehension strategies
    Lebanese schools
    Inclusive model
    English as a foreign language
    Dyslexia
    Education & educational research
    Education
    Educação
    Ciencias sociales

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