Printer Friendly

Improving Reading Performance among Egyptian Engineering Students: Principles and Practice.

Improving Reading Performance among Egyptian Engineering Students: Principles and Practice

R. Pritchard and A. Nasr. 2004. English for specific purposes 23:425-445.

This study focused on improving English reading skills among Arabic-speaking engineering students enrolled at an Egyptian college of technology. Researchers analyzed the students' learning needs, identified a list of 10 crucial skills needed for reading comprehension, and designed a reading improvement program around those skills to develop students' reading strategies and techniques. Students in the experimental group received 14 weeks of instruction using the new program. They were not permitted to use dictionaries and were instead trained to obtain meaning through contextual clues. The control group received the university's normal instruction. The average reading comprehension scores in the experimental group rose from 47.45% in the pretest to 73.76% in the post-test. The average scores of the control group only rose from 48.53% to 50.44%. The authors find that the program enabled students to skim and scan the text more effectively. Students seem better able to comprehend texts when they use their background knowledge and may be more likely to obtain background knowledge from their peers rather than their writing instructors.

COPYRIGHT 2005 Society for Technical Communication
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2005 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Title Annotation:EDUCATION
Author:Kepler, Kelley
Publication:Technical Communication
Date:Aug 1, 2005
Previous Article:Faculty Views on the Importance of Writing, the Nature of Academic Writing, and Teaching and Responding to Writing in the Disciplines.
Next Article:Introduction to the Special Issue on New Case Studies for Technical and Professional Communication [Special Issue].

Terms of use | Privacy policy | Copyright © 2022 Farlex, Inc. | Feedback | For webmasters |