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03093nam a22002057a 4500 |
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0254006 |
| 044 |
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|b مصر
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|a Keshta, Awad Soliman
|e Author
|9 359325
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|a The Effect of Using Interactive Whiteboards on Developing Ninth Graders English Reading Comprehension Skills
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| 260 |
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|b جامعة عين شمس - كلية البنات للآداب والعلوم والتربية
|c 2012
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|a 2227 - 2244
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| 336 |
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|a بحوث ومقالات
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|a النص باللغة الإنجليزية
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|b After analyzing the data of the test statistically, it is obvious that there are significant differences in developing the reading comprehension skills between students in the experimental group and their counterparts in the control one in favor of the experimental group. The results of the study indicate that students in the experimental group were more aware of the reading comprehension skills. In addition, the students who studied reading via the white board became more successful in answering the reading comprehension questions. This may be due to the pictures, sounds and the flexibility which gets students move pictures easily using their fingers, as well as, the technological environment in which students were involved in. The research findings created an underlying view of reading instruction and the use of IWB technology. A review of literature examined how reading has evolved from the traditional ways to modern ones which focused on skills, to a more balanced approach to reading that includes writing, listening, speaking, viewing and visual representation. Standards that include viewing and visual representation are sometimes overlooked in the classroom because literature can often be one- dimensional. \ Books may display pictures but the world of media literacy is used to expand knowledge and provide students with a deeper level of visual representation. How students view text is no longer limited to books. Instead, a world of new literacies has been accepted as a valuable component of learning. New literacies allow students to retrieve information from a variety of sources while still engaging in the traditional skills of reading and writing. New literacy components can include the Internet, electronic books and any other forms of multimedia technology. The use of IWBs in the classroom has provided teachers with a tool, which can embed all the necessary resources and additional software needed to fully engage students in a lesson (Fox 2010).
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| 653 |
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|a طلاب المدارس الثانوية
|a تدريس اللغة الإنجليزية
|a الوسائل التعليمية
|a السبورة البيضاء
|a المهارات اللغوية
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| 773 |
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|4 التربية والتعليم
|6 Education & Educational Research
|c 015
|e Journal of Scientific Research in Education
|f Mağallaẗ Al-Baḥṯ Al-ʿilmī Fī Al-Tarbīh
|l 004
|m ع13, ج4
|o 0490
|s مجلة البحث العلمي في التربية
|t
|v 013
|x 2356-8348
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| 856 |
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|u 0490-013-004-015.pdf
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| 930 |
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|d y
|p y
|q y
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| 995 |
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|a EduSearch
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| 999 |
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|c 664030
|d 664030
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