dc.contributor.author |
Al-Damiree,Rula Rasheed |
|
dc.contributor.author |
Bataineh, Ruba Fahmi |
|
dc.date.accessioned |
2018-07-25T10:41:21Z |
|
dc.date.available |
2018-07-25T10:41:21Z |
|
dc.date.issued |
2015 |
|
dc.identifier.issn |
2210-1578 |
|
dc.identifier.uri |
https://journal.uob.edu.bh:443/handle/123456789/763 |
|
dc.description.abstract |
This study examines the potential effect of vocabulary knowledge and syntactic awareness on Jordanian ninth grade students’ reading comprehension. The data were collected using pre-/post- reading comprehension, vocabulary, and grammar tests and an interview. The findings reveal significant differences (at α ≤ 0.05) in the students’ reading comprehension scores on the post-test in favor of the experimental group. A number of implications and recommendations for future research are put forth. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Bahrain |
en_US |
dc.rights |
Attribution-NonCommercial-ShareAlike 4.0 International |
* |
dc.subject |
reading comprehension |
en_US |
dc.subject |
syntactic awareness |
en_US |
dc.subject |
vocabulary knowledge |
en_US |
dc.title |
Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students |
en_US |
dc.type |
Article |
en_US |
dc.identifier.doi |
http://dx.doi.org/10.12785/jtte/040106 |
|
dc.volume |
04 |
|
dc.issue |
01 |
|
dc.source.title |
Journal of Teaching and Teacher Education |
|
dc.abbreviatedsourcetitle |
JTTE |
|