The interactive behaviors and perceptions of Korean English language learners in collaborative strategic reading

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dc.contributor.advisorSorrells, Audrey McCrayen
dc.contributor.committeeMemberVaughn, Sharon, 1952-en
dc.creatorShin, Mikyungen
dc.date.accessioned2009-09-03T21:00:30Zen
dc.date.accessioned2017-05-11T22:19:35Z
dc.date.available2009-09-03T21:00:30Zen
dc.date.available2017-05-11T22:19:35Z
dc.date.issued2009-05en
dc.descriptiontexten
dc.description.abstractThis study described how three English language learners from Korean cultural backgrounds in first grade (7 years old) learned and interacted by applying Collaborative Strategic Reading to their reading comprehension instruction. This article also reported the perceptions of three Korean English language learners in cultural aspects of group work. The theoretical framework of Collaborative Strategic Reading relied on reciprocal teaching and cooperative learning. As an instrumental intervention and strategy, this method has been formed to help English language learners and students with reading disabilities improve their ability to comprehend texts. Before examining the impact of Collaborative Strategic Reading, this research focused on the nature of collaborative importance in multicultural consideration by providing students with opportunities to develop more collaborative abilities.en
dc.description.departmentSpecial Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2009-05-168en
dc.language.isoengen
dc.subjectEnglish Language Learnersen
dc.subjectCollaborative Strategic Readingen
dc.titleThe interactive behaviors and perceptions of Korean English language learners in collaborative strategic readingen
dc.type.genreThesisen

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