An Intensive Strategies-Based Program: Insights for Literacy and Socio-Emotional Growth of College-Level Students

Autor/inn/en	Ghahari, Shima; Ebrahimi, Fakhri
Titel	An Intensive Strategies-Based Program: Insights for Literacy and Socio-Emotional Growth of College-Level Students
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 2 (2017), Artikel 9 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-017-0031-1
Schlagwörter	Social Development; Emotional Development; Literacy; Student Centered Learning; Reading Strategies; Reading Comprehension; Instructional Effectiveness; Undergraduate Students; Critical Reading; Foreign Countries; Creative Thinking; Reading Instruction; Iran + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Unterrichtserfolg; Kritisches Lesen; Ausland; Kreatives Denken; Leseunterricht
Abstract	Strategies-based instruction (SBI), as a learner-centered and participatory approach, allows learners to be the center of attention and explicitly taught how, when, and why strategies can be used. The study reported here has investigated the effect of strategic reading instruction on enhancing reading comprehension and emotional-social abilities of a cohort of undergraduates at a college located in the southeastern Iran. The treatment group (n = 19) practiced for around 75 h (50 sessions) strategy training as well as critical and creative reading skill (higher order processing). The instruction was organized around pre-, during-, and post-tasks, and the major course books included "Mosaic 2" by Wegmann and Knezevic (2007) about 60 min and "Strategic Reading 2" by Richards and Eckstut-Didier (2012) for about 30 min per session. The 21 students in the control group, however, experienced a traditional reading instruction which was mainly focused on comprehension check, vocabulary development, and writing activities. Operationalized in the form presented in this study and implemented over two consecutive semesters, SBI had positive educational and psychological outcomes, although in some not all the target domains. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01