ESL Elementary Teachers' Use of Children's Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

Autor/in	Al Khaiyali, Al Tiyb S.
Titel	ESL Elementary Teachers' Use of Children's Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies
Quelle	In: English Language Teaching, 7 (2014) 2, S.90-102 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Reading Comprehension; Reading Strategies; Picture Books; Childrens Literature; Elementary School Teachers; Teaching Methods; English (Second Language); Second Language Instruction; Language Teachers; Observation; Foreign Countries; Arabs; Bilingual Education; Grade 5; Instructional Effectiveness; Coding; Teacher Attitudes; Faculty Development; Qualitative Research; Colorado + Suchen Sie Ihr Suchwort? Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Beobachtung; Ausland; Arab; Araber; Bilingual teaching; Bilingualer Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Unterrichtserfolg; Codierung; Programmierung; Lehrerverhalten; Qualitative Forschung
Abstract	Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought and far from satisfactory. Additionally, a great deal of teachers and educators are still struggling to find the appropriate ways to explicitly and effectively teach comprehension strategies. Consequently, the purpose of the present study was to explore the general perceptions and experiences of elementary English language teachers in using children's picture books to initiate explicit comprehension strategy instruction. In order to obtain naturalistic and in-depth understanding of participating teachers' perceptions, structured classroom observations were carried out for four weeks. Findings indicated that in about 718 minutes of instruction of both classrooms, 603 minutes were allotted for explicit comprehension strategy instruction. Despite some flaws in time management, the use of only one resource to collect data, and the focus on only comprehension strategy instruction, this study could contribute to the body of research of comprehension strategy instruction in language learning classrooms. (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