Sponsor
Portland State University. Department of English
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
Language
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.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/21165
Recommended Citation
Appley, Becky Kay, "The effectiveness of fiction versus nonfiction in teaching reading to ESL students" (1988). Dissertations and Theses. Paper 3754.
https://doi.org/10.15760/etd.5639
Included in
Bilingual, Multilingual, and Multicultural Education Commons, English Language and Literature Commons
Comments
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