Term
Spring 2-22-2016
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Betsy Parrish
Secondary Advisor/Reader One
Adele Hansen
Peer-Reviewer/Reader Two
Elizabeth O’Brien
Abstract
This capstone project researches the question, What should be included in a criticalthinking curricular resource guide to address Saudi IEP students’ difficulties with academic reading skills? The author reviews literature documenting the mismatch between the way reading is perceived and taught in Saudi Arabia versus the United States and describes the resulting challenges for Saudi IEP learners seeking to transition to American degree programs. These findings, along with researchers’ recommendations for incorporating critical-thinking strategies into academic reading and writing instruction, inform the design of the author’s curricular resource guide. The guide supports teachers by mapping out specific critical-thinking and reading strategies to use in the IEP classroom, which are embedded within four stand-alone reading units featuring classroom activities for the pre-reading, while-reading, and post-reading stages, with online texts at a sixth- to eighth-grade reading level. The author concludes with recommendations for implementing the guide and suggestions for future research.
Research Methodology
Curriculum Development
Keywords
Curriculum, Multicultural Education, Reading, Critical Thinking
Recommended Citation
Wong, Betsy Lindeman, "Using Critical-Thinking Strategies To Develop Academic Reading Skills Among Saudi IEP Students" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 1116.
https://digitalcommons.hamline.edu/hse_all/1116
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations