Effect of Inclusion versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

Autor/inn/en	Awada, Ghada M.; Gutiérrez-Colón, Mar
Titel	Effect of Inclusion versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon
Quelle	In: English Language Teaching, 10 (2017) 9, S.49-60 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Inclusion; Reading Comprehension; English (Second Language); Second Language Learning; Dyslexia; Pretests Posttests; Visual Stimuli; Mnemonics; Technology Uses in Education; Educational Technology; Prediction; Inferences; Questioning Techniques; Teaching Methods; Gender Differences; Institutional Characteristics; Reading Difficulties; Grade 7; Grade 8; Grade 9; Grade 10; Randomized Controlled Trials; Comparative Analysis; Scoring; Statistical Analysis; Age Differences; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Mnemotechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Vorhersage; Inference; Inferenz; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Reading difficulty; Leseschwierigkeit; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Bewertung; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Libanon
Abstract	This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the study which employed a pre-test-post-test control group design to investigate the efficacy of combined strategy instruction consisting of Graphic organizers, Visual displays, Mnemonic illustrations, Computer exercises, Prediction, Inference, Text structure awareness, Main idea identification, Summarization, and Questioning. The study concluded that combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension when using narrative texts, but there's no difference, when using expository texts. There was no significant difference neither by gender nor by school types in all the grade levels under study. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01