The effects of cultural background on reading comprehension of ESL learners.

Hdl Handle:
http://hdl.handle.net/10150/184861
Title:
The effects of cultural background on reading comprehension of ESL learners.
Author:
Khalil, Adnan M.
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study investigates the effects of cultural background on reading comprehension of ESL learners. Theoretically, this study emanates from schema theory. That is, the readers' comprehension is believed to be affected by background knowledge. Forty-eight ESL students, sorted into three groups (beginning, intermediate and advanced), were randomly assigned to the treatment, which was the reading of a familiar and unfamiliar, high difficulty and/or low difficulty passages. Procedures included a survey, a pre-test, passages and a post-test. The survey was used to select the two topics for the passages. The pre-test consisted of questions based on both passages. The passages were one familiar and one unfamiliar, and each type was written on two difficulty levels. The post-test was the same test given to the students as a pre-test. The dependent variable was the 20-item multiple choice test based on two passages, "The Weekend" and "Groundhog Day". Two question types were included: (1) literal, and (2) inferential. The data were analyzed using several analyses of variance, t-tests and, for post hoc testing of significance, the Scheffe was utilized. Results indicate that the reading level has an effect on the ESL students' comprehension when reading a culturally different passage. However, passage type (familiar-unfamiliar) and passage difficulty (high difficulty-low difficulty) did not have effects on ESL readers' comprehension.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
English language -- Study and teaching -- Foreign speakers.; Reading comprehension.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading, and Culture; Graduate College
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleThe effects of cultural background on reading comprehension of ESL learners.en_US
dc.creatorKhalil, Adnan M.en_US
dc.contributor.authorKhalil, Adnan M.en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study investigates the effects of cultural background on reading comprehension of ESL learners. Theoretically, this study emanates from schema theory. That is, the readers' comprehension is believed to be affected by background knowledge. Forty-eight ESL students, sorted into three groups (beginning, intermediate and advanced), were randomly assigned to the treatment, which was the reading of a familiar and unfamiliar, high difficulty and/or low difficulty passages. Procedures included a survey, a pre-test, passages and a post-test. The survey was used to select the two topics for the passages. The pre-test consisted of questions based on both passages. The passages were one familiar and one unfamiliar, and each type was written on two difficulty levels. The post-test was the same test given to the students as a pre-test. The dependent variable was the 20-item multiple choice test based on two passages, "The Weekend" and "Groundhog Day". Two question types were included: (1) literal, and (2) inferential. The data were analyzed using several analyses of variance, t-tests and, for post hoc testing of significance, the Scheffe was utilized. Results indicate that the reading level has an effect on the ESL students' comprehension when reading a culturally different passage. However, passage type (familiar-unfamiliar) and passage difficulty (high difficulty-low difficulty) did not have effects on ESL readers' comprehension.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEnglish language -- Study and teaching -- Foreign speakers.en_US
dc.subjectReading comprehension.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading, and Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.committeememberMitchell, Judyen_US
dc.contributor.committeememberBradley, Johnen_US
dc.contributor.committeememberTidwell, Deborahen_US
dc.identifier.proquest9010480en_US
dc.identifier.oclc703424644en_US
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