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dc.date.accessioned2013-08-15T10:21:18Z
dc.date.available2013-08-15T10:21:18Z
dc.date.issued2013en_US
dc.date.submitted2013-05-07en_US
dc.identifier.citationAriong, Jean Florence. Teaching Reading Comprehension in Primary Classrooms. Masteroppgave, University of Oslo, 2013en_US
dc.identifier.urihttp://hdl.handle.net/10852/36634
dc.description.abstractThe purpose of this study was to explore how teachers teach reading comprehension in primary three inclusive classrooms in Uganda. The study developed a theoretical framework from the literature review consisting of reading comprehension theories that directed the study and underpinned the methods and strategies that are used in teaching reading comprehension. The theories helped to clarify definitions and concepts about the teaching of reading comprehension. Qualitative approach was used with special reference to case study design. Following the qualitative approach, data were collected through individual teacher interviews and classroom observations in two schools, and five respondents were purposefully selected in order to get deeper understanding of the cases. The data obtained was analyzed following data analysis procedures by Miles and Huberman (1984); Braun and Clarke (2006). The analysis and interpretations was guided by perspectives derived from the four main dimensions of the conceptual framework and these are: Teacher knowledge and understanding of reading comprehension and its importance in the lives of children; reading comprehension teaching strategies; classroom environment relevant for reading comprehension; and the challenges that hinder teachers’ effective practice. The findings of the study highlight several notable trends. First, the major finding of this study is that the knowledge base for teaching reading comprehension has been articulated in superficial ways and without the guidance of a coherent theoretical framework. Secondly, while analysis of classroom data suggest considerable variability, regarding what counts as reading comprehension instruction, this variability can in part be attributed to the ways in which reading comprehension instruction has been characterized in policy, assessment and resources that are available to teachers. Importantly, analyses expose a fundamental disjuncture between how leading literacy scholars define reading comprehension and how reading comprehension is conceptualized in other resources. Implication of the findings to this study is that, there is need for teachers to have an ongoing professional development, and teachers should pursue literature knowledge for reading comprehension instruction.eng
dc.language.isoengen_US
dc.titleTeaching Reading Comprehension in Primary Classrooms : A Case Study of Teachers’ Instructional Practices to teaching Reading Comprehension to Primary Three Classrooms in Ugandaen_US
dc.typeMaster thesisen_US
dc.date.updated2013-08-13en_US
dc.creator.authorAriong, Jean Florenceen_US
dc.subject.nsiVDP::282en_US
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft.au=Ariong, Jean Florence&rft.title=Teaching Reading Comprehension in Primary Classrooms&rft.inst=University of Oslo&rft.date=2013&rft.degree=Masteroppgaveen_US
dc.identifier.urnURN:NBN:no-37742
dc.type.documentMasteroppgaveen_US
dc.identifier.duo180021en_US
dc.contributor.supervisorØistein Anmarkruden_US
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/36634/1/MasterxthesisxJeanxFxArriongxFINALxVERSION.pdf


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