عنوان

Word-Study for Arabic Speakers to Read English

Number

TL55602

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Word-Study for Arabic Speakers to Read English

General Material Designation

[Thesis]

First Statement of Responsibility

Keller, Rachel Dawn

Subsequent Statement of Responsibility

Marsh, Josephine Peyton

Name of Publisher, Distributor, etc.

Arizona State University

Date of Publication, Distribution, etc.

2020

Text of Note

133 p.

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

Arizona State University

Text preceding or following the note

2020

Text of Note

Learning to read in English is difficult for adult English language learners due to their diverse background, their level of experience with literacy in their first language, and their reason and desire for wanting to learn to read in English. Teachers of adult language learners must consider the educational and language experiences of adults enrolled in English as a Second Language (ESL) classes in order to provide adequate learning opportunities for a diverse student body. Promoting learning opportunities for adult Arabic speakers was an area of interest for me when I first began teaching adult English language learners six years ago. The purpose of my action research study was to provide the adult Arabic speakers in my classroom with strategies they could use in order to read accurately in English. Current research used to guide my study focused on the difficulties Arabic speakers have with the orthographic features of the English language. As I conducted various cycles of action research in an ESL reading class, I developed an intervention to support adult Arabic speakers gain an understanding of the sound spelling system of the English language inclusive of instructional strategies to support accurate word reading. Data was collected to identify the individuals experience in learning to read. I included a pre and post miscue analysis to help identify the common error patterns of the participants of my study. Over an eight-week period, I followed a constructivist approach and facilitated word sorts to help students identify common sound spellings found in the English language. Instructional strategies were included to help the participants decode multisyllabic words by bringing awareness to the syllable types found in the English language. The findings of my study revealed that Arabic speakers benefited from an intervention focused on the sound spellings and syllabication of the English language.

Subject Term

Adult education

Subject Term

English as a second language--ESL

Subject Term

Reading instruction

Keller, Rachel Dawn

Marsh, Josephine Peyton

Arizona State University

Electronic name

p

[Thesis]

276903

a

Y