ERIC Number: ED345579
Record Type: RIE
Publication Date: 1992-Feb
Reference Count: N/A
Enhancing Reading Comprehension and Critical Thinking Skills of First Grade ESOL Students through the Use of Semantic Webbing.
In response to low reading scores among first grade students of English as a Second Language (ESL) in one inner-city school, the teaching techniques of semantic webbing and brainstorming were used to improve student reading skills. Subjects were eight first grade ESL students. Pretests were administered to assess student levels of reading comprehension and critical thinking. Students then participated in semantic webbing activities where brainstorming techniques were taught and encouraged. After 12 weeks, a posttest was administered. Results indicate that 87% (seven of the eight students) improved reading comprehension, but only one student's score improved by the suggested criterion of 50%. One student's scores dropped. These results were attributed to the fact that English was the students' second language and that students most often spoke Haitian Creole among themselves. Some behavior changes were observed, including improved skills in critical thinking, increased brainstorming for problem-solving, better interpersonal communication and use of positive challenges, and application of thinking skills to other subjects. These indicate that the technique was somewhat effective. Pre- and posttests and results are appended. (MSE)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Semantic Webbing
Note: Educational Specialist Practicum, Nova University.