Autor según el artículo: Awada G., Plana M.

Departamento: Estudis Anglesos i Alemanys

Autor/es de la URV: Gutiérrez-Colon Plana, Maria del Mar

Palabras clave: Teacher perception Reading comprehension strategies Lebanese schools Inclusive model English as a foreign language Dyslexia

Resumen: 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.

Áreas temáticas: Education & educational research Education Educação Ciencias sociales

ISSN: 1694609X

Direcció de correo del autor: mar.gutierrezcolon@urv.cat

Identificador del autor: 0000-0001-8479-4933

Fecha de alta del registro: 2023-02-22

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: http://www.e-iji.net/dosyalar/iji_2018_3_32.pdf

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

Referencia al articulo segun fuente origial: International Journal Of Instruction. 11 (3): 463-476

Referencia de l'ítem segons les normes 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

DOI del artículo: 10.12973/iji.2018.11332a

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2018

Tipo de publicación: Journal Publications