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Using literacy work stations to enhance arabic reading comprehension, for elementary students
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TitleUsing literacy work stations to enhance arabic reading comprehension, for elementary students
AuthorNajem, Lamya M.
Published2010
SubjectsArabic language
Language learning and language teaching
Arabic language -- Study and teaching
Education, Elementary
Second language acquisition
LocationArchives PJ6065.N35 2010
NotesThesis (Master of Education in World Language Instruction)--Concordia College (Moorhead, Minn.), 2010.
Rights ManagementCopyright owned by Lamya M. Najem.
LanguageEnglish
AbstractMy Arabic class is a diverse group of second graders in a private school in Columbia, Missouri. Thinking that Arabic is too difficult to learn, parents of some of my students give higher priority to reading fluency than reading comprehension. An action research was conducted where I divided the class into six literacy working stations or centers; listening, word work, reading, writing, conversation, and vocabulary. Whole language theory supports my classroom practice. Lesson plans and all materials students need are well prepared and ready before the Arabic class begins. At each literacy work station, students are busy executing my instruction in a way that is more like playing, but directed playing. Assessments of students listening comprehension, reading fluency and reading comprehension were administered at different times throughout this study; before the stations were implemented and few times after that. Comparing the results of these tests, my students have shown a great improvement. The class with literacy work stations has helped my students act more responsibly and independently. As a teacher, I feel I have more time to spare for those who need my help during the class hour.
External Resourcehttp://plus.mnpals.net/vufind/Record/007231144/Holdings/TRC
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