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Developing third year middle school pupils’ higher-order reading comprehension and visual literacy skills through comics / Soumia Belhas 

Public ISBD Titre : Developing third year middle school pupils’ higher-order reading comprehension and visual literacy skills through comics Type de document : texte imprimé Auteurs : Soumia Belhas, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 145 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  comics  visual literacy  higher-order reading comprehension  multiliteracies  multimodality  motivation. Index. décimale : 420 Langue anglaise Résumé : In a digital era where multiliteracy is a norm, it is necessary for the learner to be exposed to multiple textual modes and to develop the right attitudes, awareness and skills to negotiate the meaning conveyed in these texts effectively. Comics are mediums that use visual representations as extensions of text in order to optimise reading comprehension processes. They allow learners to engage in active meaningful learning through problem solving and higher order thinking tasks. Therefore, the aim of the study is to measure the effectiveness of comics-based reading instruction in enhancing Third year Middle School pupils’ higher-order reading comprehension and visual thinking skills. The underlying hypothesis is that if comics are adequately used for Third year Middle School reading instruction, pupils will develop significantly higher reading comprehension and visual literacy skills. In order to test this hypothesis, we have designed a Quasi-Experimental Study with a Control group and an Experimental one based on the data gathered from exploratory Interviews administered to the twenty-two Third year Middle School pupils who constitute the sample. Pre-test and post-test measures showed that all the reading comprehension and visual literacy skills included in the test were significantly improved upon comics-based reading instruction, confirming our hypothesis. The motivational effect of comics and their effectiveness for reading instruction have been highlighted throughout this study as well as the limitations underlying their implementation in the classroom. However, these difficulties are easily remedied and outweighed by the incommensurable educational advantages of comics Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4733 Developing third year middle school pupils’ higher-order reading comprehension and visual literacy skills through comics [texte imprimé] / Soumia Belhas, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 145 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  comics  visual literacy  higher-order reading comprehension  multiliteracies  multimodality  motivation. Index. décimale : 420 Langue anglaise Résumé : In a digital era where multiliteracy is a norm, it is necessary for the learner to be exposed to multiple textual modes and to develop the right attitudes, awareness and skills to negotiate the meaning conveyed in these texts effectively. Comics are mediums that use visual representations as extensions of text in order to optimise reading comprehension processes. They allow learners to engage in active meaningful learning through problem solving and higher order thinking tasks. Therefore, the aim of the study is to measure the effectiveness of comics-based reading instruction in enhancing Third year Middle School pupils’ higher-order reading comprehension and visual thinking skills. The underlying hypothesis is that if comics are adequately used for Third year Middle School reading instruction, pupils will develop significantly higher reading comprehension and visual literacy skills. In order to test this hypothesis, we have designed a Quasi-Experimental Study with a Control group and an Experimental one based on the data gathered from exploratory Interviews administered to the twenty-two Third year Middle School pupils who constitute the sample. Pre-test and post-test measures showed that all the reading comprehension and visual literacy skills included in the test were significantly improved upon comics-based reading instruction, confirming our hypothesis. The motivational effect of comics and their effectiveness for reading instruction have been highlighted throughout this study as well as the limitations underlying their implementation in the classroom. However, these difficulties are easily remedied and outweighed by the incommensurable educational advantages of comics Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4733

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