Developing Reading and Writing Skills of Learners' from Arabic-Speaking Backgrounds

Autor/in	Fuqua, Jason
Titel	Developing Reading and Writing Skills of Learners' from Arabic-Speaking Backgrounds
Quelle	In: Canadian Journal of Action Research, 16 (2015) 1, S.22-30 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Writing Skills; Reading Skills; Semitic Languages; Arabs; Educational Practices; Writing Strategies; Reading Strategies; Reading Improvement; Writing Improvement; English (Second Language); English Instruction; English Language Learners; Second Language Learning; Punctuation; Spelling; Sentence Structure; Class Activities; Student Attitudes; Qualitative Research; Interviews; Questionnaires; Classroom Observation Techniques; Journal Writing; Program Effectiveness; College English; Action Research; Texas + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Arabisch; Hebräisch; Arab; Araber; Bildungspraxis; Schreibtechnik; Reading strategy; Leselernstufe; Lesetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; English langauage lessons; Englischunterricht; Zweitsprachenerwerb; Interpunktion; Schreibweise; Satzbau; Satzstruktur; Schülerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Fragebogen; Zeitschriftenaufsatz; Projektforschung
Abstract	The number of native Arabic-speaking students coming to America to study English in university programs has grown over the past few years, and continues to be substantial. It has also been noticed by the English Language Institute (ELI) at Sam Houston State University (SHSU) that these students often struggle more with reading activities in class, completing them slowly, and having difficulty understanding why their work is incorrect. In addition, it seems that this group fails reading and writing to a greater extent than listening and speaking, which suggests an imbalance in the students' language learning progress. The purpose of the study is to solve the problems associated with reading and writing in English that Arabic speaking students currently have using the "read and copy" strategy. After using the "read and copy" strategy for a three week period, participants felt confident that it improved reading, punctuation, and spelling. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01