رسالة جامعية
Teachers' Perspectives on the Impact of Interactive Read Aloud Strategies for Comprehension Skills of Saudi Kindergarten Students: A Mixed Method Study
| العنوان: | Teachers' Perspectives on the Impact of Interactive Read Aloud Strategies for Comprehension Skills of Saudi Kindergarten Students: A Mixed Method Study |
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| اللغة: | English |
| المؤلفون: | Riham Alsultan |
| المصدر: | ProQuest LLC. 2024Ed.D. Dissertation, The University of Alabama at Birmingham. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 194 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Teacher Attitudes, Interaction, Reading Aloud to Others, Reading Strategies, Reading Comprehension, Reading Skills, Kindergarten, Young Children, Reading Instruction, Instructional Effectiveness, Reading Improvement |
| مصطلحات جغرافية: | Saudi Arabia |
| ردمك: | 979-83-8234-406-5 |
| مستخلص: | Reading comprehension is a very integral element of encouraging lifelong learning amongst kindergarten students. The main objective of this research is to investigate teachers' perspectives on the effectiveness of interactive read-aloud (IRA) in improving reading comprehension skills amongst kindergarten students in Saudi Arabia. The study's overarching aim was to determine how interactive reading-aloud strategies employed by Saudi kindergarten teachers during interactive read-aloud time impact Saudi kindergarten students' overall comprehension skills through the perceptions of teachers regarding the effectiveness of these strategies. To achieve this objective, the researcher employed a mixed-method research design, a combination of both quantitative and qualitative strategies. The quantitative process involved administering quantitative surveys to 269 kindergarten teachers in Saudi Arabia. The qualitative process involved online interviewing of 8 experienced kindergarten teachers in Saudi Arabia. Participants in the study were chosen via purposive sampling. The results of the study showed that 84% (N = 225) of the participants used IRA in their classroom. The results also showed that the majority of teachers (55.56%, n=125) believe that IRA has an impact on the comprehension skills of their students. Only 2.2%, (N=5) strongly disagreed with that opinion. The qualitative findings showed that the interviewed teachers all believed IRA is an effective tool for developing students' language skills, comprehension, and engagement in interactive story reading. The qualitative findings revealed that the interviewed teachers faced a variety of challenges when implementing IRA, including a lack of appropriate resources, particularly age-appropriate children's books suitable for IRA; a lack of clear guidelines and training on IRA; and a lack of significant parental involvement. The researcher concludes by stating that the mentioned challenges need to be addressed and the use of IRA in kindergarten needs to be encouraged in Saudi Arabia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30996933 |
| رقم الأكسشن: | ED653016 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-83-8234-406-5 |
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