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Identifier

000425369

Title

Γραμματισμός στην ελληνική ως δεύτερη ή/και ως ξένη γλώσσα

Alternative Title

Literature in greek language as second or/and foreign

Author

Κοντομανώλη, Νομική

Thesis advisor

Σπαντιδάκης Ιωάννης

Reviewer

Βασαρμίδου Δέσποινα

Abstract

This study was based on a hybrid model of reading comprehension that incorporates the basic theoretical knowledge of social-cognitive and social-cultural theories as well as the approach of literacy intending to plan, to implement and to evaluate an educational intervention that associated with the teaching and learning process of reading comprehension and understanding of informational texts to bilinguals students. The aim of this research was to design and to implement a supportive and encouraging environment of learning and teaching the reading comprehension to children who have the Greek language as second or foreign language with the provision and use of social-procedural facilitations, in order to help fifth-graders students who have problems in reading comprehension. This current graduate thesis aimed to investigate the effect of this educational intervention on bilinguals’ students-readers in improving the quality of reading comprehension during processing informational comparing texts, in developing of metacognitive knowledge regarding to reading process and in developing metacognitive strategies in reading comprehension during the reading process. The research lasted almost two months and it took place in appropriate, supportive and original educational conditions at the 9th Primary School of Rethymno. The teaching procedure was implemented in two fifth grade students, who have the Greek language as second or foreign language with reading comprehension’s problems. The educational intervention of reading comprehension through the provision of social-procedural facilitations was implemented to bilinguals’ students in the context of cognitive apprenticeship and fading scaffolding. The method that was used to this research was the qualitative research with action research elements, the result of which affected significantly the cognitive and metacognitive level of bilingual students-readers.

Language

Greek

Subject

Action research elements

Bilingualism

Cognitive apprenticeship

Comparing texts

Informational texts

Literacy

Metacognition

Metacognitive strategies of reading comprehension

Problems of reading comprehension