The effectiveness of a teaching strategy based on post-constructivism theory in developing the reading comprehension and explanatory writing skills of primary school students

Document Type : Original Article

Author

Kingdom of Saudi Arabia Ministry of Higher Education Qassim University Oklat Al-Skoor College of Science & Arts

Abstract

The aim of the study is to identify the effectiveness of a teaching strategy based on post-constructivism theory in developing the reading comprehension and explanatory writing skills of primary school students. To achieve this, a strategy based on post-structuralist theory was prepared, reading comprehension skills test, and explanatory writing skills test. The participants of the study comprised of (66) students from the sixth grade and were divided into two groups; one experimental (32 students) and one control (34 students). The administration of the reading comprehension skills test and the explanatory writing skills test beforehand on the students of the two groups, then the students of the experimental group studied using the strategy based on the post-constructivist theory, and the students of the control group studied in the conventional way. The tests were applied afterward. The results revealed that there were statistically significant differences at the level (0.05) between the mean scores of the performance of the experimental and control groups in the post-measurement of the two tests of reading comprehension skills and explanatory writing in favor of the experimental group. This indicates the effectiveness of the proposed strategy in developing reading comprehension skills and explanatory writing for primary school students.
Keywords:Post constructivism- reading comprehension skills- Explanatory
writing skills.

Keywords

Main Subjects

References

  1.  

    1. Applebee, A. & Langer, J. (2009): "What's happening in the Teaching of  Writing?" English Journal, Vol. (98), No. (5).
    2. Barbara, M. (2001): Step- By- Step Strategies for Teaching Expository Writing. New York: Scholastic Professional Books.
    3. Bean, et.al. (2004): Reading Rhetorically. New York: Pearson/Longman.
    4. Berger, D., et.al. (2009): "School health education: impacts of a Prevention AIDS Programme in children 9 to 11 years old, contemporary science education research: scientific literacy and social aspects of science", A Collection of Papers Presented at ESERA 2009 Conference.
    5. Brown, D., et.al. (2009): "Functional reading acuity and performance: comparison of 2 accommodating intraocular lenses". Journal of Catract & Refractive Surgery, V. (35), I. (10).
    6.  Costello, K.(2006): "Functional reading strategies and their effect on reading comprehension performance of seventh grade students". Ph.D. University of Connecticut.
    7. David, F. & Kristin, C. (2011): "Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive  Middle School Classrooms International", Journal of Special Education, Vol. (26), No. (3).
    8. El-Deep, E. (2002): "The effectiveness of an ESP programme on developing reading and writing skills of architectural industrial section students at Helwan faculty of education". M.A. Thesis, Faculty of Education, Helwan University.
    9. Gagnon, R. & Ziarko, H. (2012): "The Writing of Expository Texts in Early Grades: What Predicative Analysis Teaches Us, Journal of Articles, Reports and Research, Vol. (13), No. (2).
    10. Giordan, A., et.al. (1999): "A New approach for patient education: beyond constructivism". Patient Education and Counseling, V. (38), N. (1).
    11.  ________ (2012): The Allosteric Learning Model and Current Theories about Learning, Laboratory of Teaching Epistemologies and Sciences. LDES, University of Geneva, Switzerland.
    12. ________ (2012): From Constructivism to Allosteric Learning Model, Laboratory of Teaching Epistemologies and Sciences. LDES, University of Geneva, Switzerland.
    13. Gojkov, G. & Stojanovic, A. (2011): "Participatory epistemologies in didacatics". Research Studies, V. (46).
    14. Hakkarainen, K. (2003): "Emergence of progressive inquiry culture in computer- supported collaborative learning". Learning Environments Research, V. (6), N. (2).
    15. Kozma, R. (2003): "Technology and classroom practices: an international study". Journal of Research on Technology in Education, V. (36), N. (1).
    16. Kirsten, A.(2011): "Access to English Program, More on Expository Essays", Available at:

     http://access-socialstudies.cappelendamm.no/c319365/artikkel/vis.html?tid=382116

    1. Lakkala, M., et.al. (2007): "Implementing virtual, collaborative inquiry practices in a middle school context". Behaviour & Information Technology, V. (26), N. (1).
    2. ___________(2008): "Designing pedagogical infrastructures in university courses for technology – enhanced collaborative inquiry". Research and Practice in Technology Enhanced Learning. V. (3), N. (1).
    3. Luparelli, A. (2005): "A Functional reading strategy in an eighth grade industrial arts graphic arts program". Ph.D. University of Connecticut.
    4.  Mark, M. (2001): " A Study to compare the effectiveness of functional reading instruction and reading comprehention instruction at the roger Brooke Taney junior high school". The George Washington University, Publishing.
    5. Moradi, M., et.al. (2008): "Design a product for learning and teaching: from underline basic theories to developing a process". International Workshop in Extended Product and Process Analysis and Design, Bordeaux, 20- 21 March, France.
    6. Moss, B. (2004): "Teaching Expository Text Structures Through Information Trade Book Retellings". In Reading Teacher, Vol. (57), No. (8).
    7. Muukkonen, H., et.al. (2004): "Computer – mediated progressive inquiry in higher education". In T.S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice. Hershay, PA: Information Science Publishing.
    8. _____________ (2005): "Technology – mediation and tutoring: how do they shape progressive inquiry discourse?". The Journal of the Learning Sciences, V. (14), N. (4).
    9.  Nibaldo, P. (2005): "Functional reading and academic achievement in students' education at the university of zulia". Retrieved at: URL:http://www.monografias.com/trabios43/lecturav/lectura-y-rendimionto.shtml.
    10. Pershey, M. (2004): "Children's awareness of pragmatic language functions in narrative text". ProQuest Dissertations and Theses, Section 0111, Part 0535, United States Massachusetts, University of Massachusetts Lowell, Publication Number: AAT9434288.
    11. Taber, S. (2006): "Beyond constructivism: the progressive research programme into learning science". Studies in Science Education, V. (42).
    12.  Tomasello, M. (2002): "Things are what they do: Katherine Nelson's functional approach to language and cognition". Journal of Cognition and Development, V. (3), N. (1).
    13. Wagner, D., et.al. (2006): "The use of functional reading analysis to identify effective reading interventions". University of Minnesota, Assessment for Effective Intervention, V. (32), N. (1).
    14. Wilder, H. & Mongillo, G. (2007): "Improving Expository Writing Skills of Preserves Teachers in an Online Environment", Contemporary Issues in Technology and Teacher Education, Vol. (7), No. (1).

Files

Share

How to cite

Statistics