Designing a reading literacy curriculum for secondary school students in Egypt
The key contribution of this research is to produce a proposal for a reading literacy curriculum design (RLCD) for secondary school students (15-17 year-old) in Egypt. This proposal includes four major components: targets, assessment, instruction, and content. Two complementary dimensions are investigated: the theoretical analysis (the researcherâs perspective based upon analysis of reading literacy research) and the fieldwork (the empirical study using a questionnaire for teachers and supervisors and a semi-structured interview for other professionals). Those two dimensions are charted through seven chapters and introduction to and conclusion of these chapters. Following an introduction to the research problem, purposes, questions, structure, rationale, and parameters, the successive focus of these chapters is on: - Clarifying the Egyptian context in terms of education system, culture of learning, critical analysis of the actual reading situation and how all of these elements reveal the gap between 'what is' and 'what ought to be' in RLCD in the secondary school in Egypt (Chapter one);- Reading literacy theory: the concept of reading literacy, dimensions, and models and how these can be used a baseline
Hussien, Abdelaziz Mohamed A.
Designing a reading literacy curriculum for secondary school students in Egypt. The key contribution of this research is to produce a proposal for a reading literacy curriculum design (RLCD) for secondary school students (15-17 year-old) in Egypt. This proposal includes four major components: targets, assessment, instruction, and content. Two complementary dimensions are investigated: the theoretical analysis (the researcherâs perspective based upon analysis of reading literacy research) and the fieldwork (the empirical study using a questionnaire for teachers and supervisors and a semi-structured interview for other professionals). Those two dimensions are charted through seven chapters and introduction to and conclusion of these chapters. Following an introduction to the research problem, purposes, questions, structure, rationale, and parameters, the successive focus of these chapters is on: - Clarifying the Egyptian context in terms of education system, culture of learning, critical analysis of the actual reading situation and how all of these elements reveal the gap between 'what is' and 'what ought to be' in RLCD in the secondary school in Egypt (Chapter one);- Reading literacy theory: the concept of reading literacy, dimensions, and models and how these can be used a baseline
read literacy curriculum secondary_school student egypt key produce proposal read literacy curriculum design secondary_school student egypt proposal include four_major component target assessment instruction content two_complementary dimension investigate theoretical analysis researcher perspective base_upon analysis read literacy fieldwork empirical_study use_questionnaire teacher supervisor semi_structured_interview professional dimension chart introduction_conclusion chapter following_introduction problem purpose question structure rationale parameter successive focus egyptian context term education_system culture learning critical_analysis actual reading situation element reveal gap what what ought secondary_school egypt reading literacy theory concept read literacy dimension model use baseline