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Permanent link (DOI): https://doi.org/10.7939/R35X47

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ESL students' beliefs and strategies: A case study of three middle years readers Open Access

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Other title
Subject/Keyword
ESL students, beliefs, strategies, reading
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Moteallemi, Gholam Yahya
Supervisor and department
Leroy, Carol (Elementary Education)
Bainbridge, Joyce (Elementary Education)
Examining committee member and department
Blair, Heather (ElementaryEducation)
Roessingh, Hetty, (Division of Teacher Education)
Wu, Joe (Elementary Education)
Dunn, Bill (Secondary Education)
Wiltse, Lynne (Elementary Education)
Department
Elementary Education
Specialization

Date accepted
2010-02-05T20:57:27Z
Graduation date
2010-06
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Abstract The purpose of this research was to explore, through interviews, miscue and retrospective miscue analysis, and retellings of stories, the oral reading performance of three English as a second language (ESL) students and their perceptions of the reading process, their knowledge of the English language cueing systems and their use of strategies in reading narrative and expository passages in English. The Burke Modified Reading Interview was administered to explore the students’ perceptions of the reading process and of themselves as readers. Additional interviews were conducted to obtain information about their schooling and literacy background. The students’ miscues while reading narrative and expository passage from an informal reading inventory were recorded, transcribed and coded using selected parts of Goodman’s reading miscue inventory. Students listened to their miscues during retrospective miscue analysis sessions and engaged in self-reflection and exploratory talk to discuss why they made those miscues. The findings showed that the students’ perceptions of reading varied. The print-based readers relied heavily on graphophonic strategies and knowledge-based readers focused on semantic strategies in reading the selected passages. All of the participants read below their grade levels. The findings also revealed that these students created images and overarching schemata in their imaginations as they were reading the selected texts. The students performed better on passages about which they had strong background knowledge. Their relative performance with narrative and expository structures varied. It was concluded that ESL students need more instruction and experience in reading informational texts and need to learn new strategies for making inferences from the texts using their knowledge of the language cueing systems and their knowledge of the world.
Language
English
DOI
doi:10.7939/R35X47
Rights
License granted by Gholam Moteallemi (gholam@ualberta.ca) on 2010-02-05T20:05:13Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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