Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635860
Title: An experimental study of the reading comprehension ability of sixth grade Iraqi primary school students
Author: Ahmed, M. A.
Awarding Body: University College of Swansea
Current Institution: Swansea University
Date of Award: 1991
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Abstract:
This investigation focuses on reading comprehension among sixth grade pupils in Iraqi primary schools. It examines students' performance in this activity alongside the opinions of pupils, teachers, and parents in the Baghdad area towards the main factors which may influence the performance of pupils in learning reading comprehension in positive, or negative, ways. The first two chapters put the problems of teaching learning/reading comprehension in Iraqi schools into context, examining the general difficulties facing the teaching of Arabic and the emphasis given to the study of Arabic in the curricula, the philosophy, and the organization of primary schools in Iraq. Chapter three examines general theories of language learning, in particular behaviourist and mentalist approaches, whilst chapter four considers the nature and importance of reading together with some of the variables influencing reading ability. A more detailed review of the literature on the skills of reading aloud, and of 'silent reading' is undertaken in chapter five. The hypotheses and methodology of this investigation are set out in chapter six. The investigation involved the administration of four tests of silent reading to 400 sixth grade primary school pupils, equally divided by sex and environment. Subsequently, the opinions of pupils, teachers, and parents were sought on the problems of teaching/learning silent reading. The researcher's hypotheses were that significant differences exist in pupils' peformance in terms of environment and sex. Chapters seven, eight, nine, and ten present the results of the pupils' tests and of the questionnaires to pupils, teachers, and parents. The general findings are that: (a) significant differences exist between the performance of urban and rural pupils, but differences between the sexes are not statistically significant; (b) significant differences in urban/rural terms are also found in the results of the questionnaires, and these differences of perception and attitude may help to explain the variations in the standard of performance previously found. The final chapter includes the interpretation of the general findings together with recommendations designed to overcome some of the factors which may influence negatively the process of the learning and teaching of reading comprehension in Iraqi primary schools, also suggestions for further studies which could be carried out in this field.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.635860  DOI: Not available
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