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" Reading Instructional Strategies and Student Achievement: "
Alghamdi, Salihah Saad
Bradley, Barbara
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1106219
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| Doc. No
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TLpq2382057906
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| Main Entry
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Alghamdi, Salihah Saad
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Bradley, Barbara
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| Title & Author
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Reading Instructional Strategies and Student Achievement:\ Alghamdi, Salihah SaadBradley, Barbara
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| College
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University of Kansas
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| Date
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2019
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| student score
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2019
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| Degree
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M.A.
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| Page No
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47
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| Abstract
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This study explores the relationship between reading instructional strategies and student achievement scores. Specifically, the study investigates the impact of 1) reading aloud to students, 2) asking students to read aloud, 3) asking students to read silently on their own, 4) teaching students strategies for decoding sounds and words, 5) teaching students new vocabulary systematically, 6) teaching students how to summarize the main idea, and 7) teaching or modeling skimming or scanning strategies for Saudi fourth grade students’ reading achievement. Data were obtained from PIRLS-2016 of Saudi 4th-grade students and their teachers. Applying multiple linear regressions, the study found that only two of these seven strategies were statistically significant; reading aloud to students and teaching students new vocabulary systematically. Interestingly, reading aloud to students was negatively and significantly associated with their reading achievement scores. Several implications for policymakers and practitioners as well as future research were discussed.
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Education
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