Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School

The main aim of the present study was to investigate the extent to which Egyptian primary school learners of English as a foreign language (EFL) at an international school in Alexandria, Egypt, can succeed in acquiring literacy in English. First, the level of literacy achievement was determined. Sec...

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Main Author:	Shaheen, Rania Kamal
Format:	Thesis
Language:	English
Published:	2013
Subjects:	H1-99 Social sciences (General)
Online Access:	http://eprints.usm.my/46204/1/Rania%20Kamal%20Shaheen24.pdf
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id	my-usm-ep.46204
record_format	uketd_dc
spelling	my-usm-ep.462042020-02-13T05:24:36Z Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School 2013-05 Shaheen, Rania Kamal H1-99 Social sciences (General) The main aim of the present study was to investigate the extent to which Egyptian primary school learners of English as a foreign language (EFL) at an international school in Alexandria, Egypt, can succeed in acquiring literacy in English. First, the level of literacy achievement was determined. Second, it was compared to that of same-age native speakers of English at state schools in the U.K. The instrument chosen to do this was the package of tests developed by the Qualifications and Curriculum Authority of the U.K. Department of Education. The reason this package of tests was chosen is that not only does it offer a means of testing the children's level of achievement in literacy but that it also offers a means of comparing such a level to the national average in the U.K. The theoretical framework guiding this study was derived from work on the role of phoneme-grapheme correspondence rules (Lonzon, 2007), phonological awareness (Whitehurst and Lonigan, 1998), meaning (Ehri, 1992) and knowledge of oral language (Palinscar and Duke, 2004). Research by Verhoeven and Vermeer (2006) and Gundersen (2007) provided the theoretical framework for the acquisition of literacy in a language other than the learner's primary language. The sample of the study comprised 18 Arabic-speaking Egyptian children between the ages of 7 and 8 from upper-income families in the city of Alexandria that have been in the same class ever since they started school. The children's level in reading, writing and spelling was tested in May 2011 as part of their normal school exams at the end of year two. 2013-05 Thesis http://eprints.usm.my/46204/ http://eprints.usm.my/46204/1/Rania%20Kamal%20Shaheen24.pdf application/pdf en public masters Universiti Sains Malaysia Pusat Pengajian Sains Kemasyarakatan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	H1-99 Social sciences (General)
spellingShingle	H1-99 Social sciences (General) Shaheen, Rania Kamal Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School
description	The main aim of the present study was to investigate the extent to which Egyptian primary school learners of English as a foreign language (EFL) at an international school in Alexandria, Egypt, can succeed in acquiring literacy in English. First, the level of literacy achievement was determined. Second, it was compared to that of same-age native speakers of English at state schools in the U.K. The instrument chosen to do this was the package of tests developed by the Qualifications and Curriculum Authority of the U.K. Department of Education. The reason this package of tests was chosen is that not only does it offer a means of testing the children's level of achievement in literacy but that it also offers a means of comparing such a level to the national average in the U.K. The theoretical framework guiding this study was derived from work on the role of phoneme-grapheme correspondence rules (Lonzon, 2007), phonological awareness (Whitehurst and Lonigan, 1998), meaning (Ehri, 1992) and knowledge of oral language (Palinscar and Duke, 2004). Research by Verhoeven and Vermeer (2006) and Gundersen (2007) provided the theoretical framework for the acquisition of literacy in a language other than the learner's primary language. The sample of the study comprised 18 Arabic-speaking Egyptian children between the ages of 7 and 8 from upper-income families in the city of Alexandria that have been in the same class ever since they started school. The children's level in reading, writing and spelling was tested in May 2011 as part of their normal school exams at the end of year two.
format	Thesis
qualification_level	Master's degree
author	Shaheen, Rania Kamal
author_facet	Shaheen, Rania Kamal
author_sort	Shaheen, Rania Kamal
title	Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School
title_short	Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School
title_full	Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School
title_fullStr	Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School
title_full_unstemmed	Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School
title_sort	literacy achievement levels among egyptian primary school efl learners in an international school
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Sains Kemasyarakatan
publishDate	2013
url	http://eprints.usm.my/46204/1/Rania%20Kamal%20Shaheen24.pdf
_version_	1747821631391137792

Literacy Achievement Levels Among Egyptian Primary School Efl Learners In An International School

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