First Advisor

Marjorie Terdal

Date of Publication

1988

Document Type

Thesis

Degree Name

Master of Arts (M.A.) in Teaching English to Speakers of Other Languages

Department

English

Subjects

Reading comprehension -- Study and teaching, English language -- Study and teaching -- Foreign speakers

DOI

10.15760/etd.5639

Physical Description

1 online resource (128 p.)

Abstract

In recent years with the growing emphasis upon communicative activities in the classroom, controversy has risen as to which type of reading material is best for teaching reading in the ESL classroom, fiction or nonfiction.

A study was conducted with 31 students of which 15 were taught with non-fiction and 16 were taught with fiction. Both groups were taught the same reading skills. Each group was given three pre-tests and three post-tests in which improvement in overall language proficiency and reading comprehension in the areas of main idea, direct statements and inferences was measured. Also, each group was observed for positive and negative behaviors during the fourth and eighth week of the study as well as responding to a questionnaire given the last week of the study which solicited their attitude toward the reading material used.

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL

Persistent Identifier

http://archives.pdx.edu/ds/psu/21165

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