Tables index

From

Reading Strategies for the Science Subject in Upper Elementary Classes that Follow English CBI in Northern Lebanon

Mireille Yaacoub

American Journal of Educational Research. 2017, 5(5), 520-532 doi:10.12691/education-5-5-8
  • Table 1. List of science process skills (SPSs) with the corresponding science text types or text-based tasks [6,8,11,12]
  • Table 2. Text Types and the Corresponding Information Structure Units (adapted and extracted from [35])
  • Table 3. Stages of the cognitive model of L2/FL acquisition (Adapted from [45]) and the corresponding stages of CALLA (Adapted from [1])
  • Table 4. Observation checklist of the four main instructional techniques that support students’ science reading comprehension in CBI settings
  • Table 5. Dependent and independent variables
  • Table 6. Results of Observation Checklist for Grade 4
  • Table 7. Results of Observations Checklist for Grade 5.
  • Table 8. Results of Observation Checklist for Grade 6
  • Table 9. Simple ANOVA Statistics for PrSch(a), PrSch(b), and PrSch(c) of Grade 4
  • Table 10. ANOVA Statistics summary for PrSch(a), PrSch(b), and PrSch(c) of Grade 4.
  • Table 11. ANOVA Statistics for PrSch(a)[G5.1], PrSch(a)[G5.2], and PrSch(b) of Grade 5
  • Table 12. ANOVA Summary of Results for PrSch(a)[G5.1], PrSch(a)[G5.2], and PrSch(b) of Grade 5
  • Table 13. Scheffe Tests for PrSch(a)[G5.1] and PrSch(a)[G5.2], PrSch(b) of Grade 5
  • Table 14. t-Test Statistics for Schools PuSch(d) and PuSch(e) in Grade 5
  • Table 15. Simple ANOVA Statistics for PrSch(a), PrSch(b), and PrSch(c) of Grade 6
  • Table 16. ANOVA Summary of Results for PrSch(a), PrSch(b), and PrSch(c) in Grade 6