Abstract:
Reading aloud is contributes to vocabulary development however the effectiveness of reading aloud on vocabulary development when considering English as additional language learners has not been widely examined. The purpose of this study was to examine the effectiveness of reading aloud on vocabulary development in Grade 2 and 3, focusing on English as additional language learners. This study is quantitative, based on scores collected from 3 multiple choice vocabulary tests, administered to Grade 2 and 3, as well as a delayed posttest. A total of 92 students participated in the study. Results from a total of 6 vocabulary pretests and posttests were collected, as well as the results of a delayed posttest, administered three weeks after the last posttest. The data collected from the three instruments were analyzed using multivariate analysis of co-variance tests to address the questions raised in the study. A series of t-tests was also conducted to compare the delayed effect of the treatment between the control group and the experimental group. Results showed that the treatment was effective when considering the sample as a whole, the grade 2 sample alone, and the grade 3 sample. The t-tests to compare the delayed posttest results between the control group and the experimental group revealed that there was no significant difference between the control group and the experimental group. The results are discussed in relation to the existing literature, as well as the curriculum, and implications for classroom teachers.
Description:
Thesis (M.A.)--American University of Beirut, Department of Education, 2012.;"Advisor : Dr. Ghazi Ghaith, Professor, Education--Members of Committee : Dr. Murad Jurdak, Professor, Education Dr. Anies Al-Hroub, Assistant Professor, Education."
Includes bibliographical references (leaves 61-63)
