عنوان

Arabic Language Knowledge among Early Elementary Saudi Teachers of Students with Reading Disabilities: A Mixed Method Study

شماره

TL53087

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Arabic Language Knowledge among Early Elementary Saudi Teachers of Students with Reading Disabilities: A Mixed Method Study

نام عام مواد

[Thesis]

نام نخستين پديدآور

Alqahtani, Rashed Fehaid

نام ساير پديدآوران

Cavanaugh, Christie L.

نام ناشر، پخش کننده و غيره

The University of North Carolina at Greensboro

تاریخ نشرو بخش و غیره

2020

متن يادداشت

250 p.

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

The University of North Carolina at Greensboro

امتياز متن

2020

متن يادداشت

Teachers have a strong impact on their students' learning such that a student receiving instruction by an incompetent teacher, even for one school year, might endure long-term negative consequences. Several studies found how teacher knowledge and instructional practices are strong predictors of students' successful learning. In the center of teacher knowledge is teacher content knowledge, which for reading includes knowledge of basic language elements. The findings from most of the studies that addressed teacher language knowledge are mounting to indicate that teachers have poor language knowledge and suggest this is problematic due to the language knowledge necessary for learning to read. This study aimed to examine Arabic language knowledge among Saudi elementary special and general education teachers who teach reading to students with reading disabilities. This study utilized an explanatory sequential mixed methods design, with two phases. A quantitative phase examined the knowledge of Arabic Morphology and Phonology (KAMP) and the self-perception of language knowledge among 263 teachers, and a qualitative phase of interviews with a selected number of special education teachers. The findings from this study indicated that special and general education teachers have poor knowledge of Arabic phonology and morphology, with a tendency to overestimate their levels of language knowledge. Also, teachers with little teaching experience scored significantly higher than teachers with average and high teaching experience, indicating that teachers' amount of teaching does not improve their language knowledge. The interviews suggest an unfamiliarity with aspects of Arabic language knowledge may be due to limited or no attention to it in teacher preparation and in-service training programs, the main factor considered for the noticed poor language knowledge. The study concludes with the discussion of the findings, possible implications, study limitations, and suggestions for future research.

اصطلاح موضوعی

Middle Eastern studies

اصطلاح موضوعی

Reading instruction

اصطلاح موضوعی

Special education

مستند نام اشخاص تاييد نشده

Alqahtani, Rashed Fehaid

مستند نام اشخاص تاييد نشده

Cavanaugh, Christie L.

مستند نام تنالگان تاييد نشده

The University of North Carolina at Greensboro

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y