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
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
Entity: Universitat Rovira i Virgili
Journal publication year: 2018
Publication Type: Journal Publications
Repositori URV