عنوان

Reading Instructional Strategies and Student Achievement:

Number

TLpq2382057906

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Reading Instructional Strategies and Student Achievement:

General Material Designation

[Thesis]

First Statement of Responsibility

Alghamdi, Salihah Saad

Title Proper by Another Author

An Analysis of Saudi PIRLS-2016 Data

Subsequent Statement of Responsibility

Bradley, Barbara

Name of Publisher, Distributor, etc.

University of Kansas

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

47

Dissertation or thesis details and type of degree

M.A.

Body granting the degree

University of Kansas

Text preceding or following the note

2019

Text of Note

This study explores the relationship between reading instructional strategies and student achievement scores. Specifically, the study investigates the impact of 1) reading aloud to students, 2) asking students to read aloud, 3) asking students to read silently on their own, 4) teaching students strategies for decoding sounds and words, 5) teaching students new vocabulary systematically, 6) teaching students how to summarize the main idea, and 7) teaching or modeling skimming or scanning strategies for Saudi fourth grade students' reading achievement. Data were obtained from PIRLS-2016 of Saudi 4th-grade students and their teachers. Applying multiple linear regressions, the study found that only two of these seven strategies were statistically significant; reading aloud to students and teaching students new vocabulary systematically. Interestingly, reading aloud to students was negatively and significantly associated with their reading achievement scores. Several implications for policymakers and practitioners as well as future research were discussed.

Education

Alghamdi, Salihah Saad

Bradley, Barbara

Electronic name

p

[Thesis]

276903

a

Y