Reading comprehension: English language learners

dc.contributor.authorRainey, Karen, F.
dc.contributor.supervisorTobin, Ruthanne
dc.date.accessioned2014-06-16T18:04:30Z
dc.date.available2014-06-16T18:04:30Z
dc.date.copyright2014en_US
dc.date.issued2014-06-16
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis project was undertaken to examine English language teachers' approach to teaching reading comprehension to diverse English language learners, including the all encompassing effects of the socio-cultural perspective and the cultural funds of knowledge. Observation of the literature revealed a need for explicit, multifacted and authentic specific English langauge learner pedagogical practices. A number of practical ideas and resources are outlined based on researched theoretical and empirical evidence.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/5436
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectreading theoretical foundationsen_US
dc.subjectreadingen_US
dc.subjectcomprehensionen_US
dc.subjectEnglish language learnersen_US
dc.subjectschema theoryen_US
dc.subjectL2 theoretical foundationsen_US
dc.subjectcultural funds of knowledgeen_US
dc.subjectsocio-cultural perspectiveen_US
dc.titleReading comprehension: English language learnersen_US
dc.typeprojecten_US

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