Hussien, Abdelaziz Mohamed A. (2009) Designing a reading literacy curriculum for secondary school students in Egypt. Doctoral thesis, Durham University.
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 researcher’s 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 for RLCD (Chapter two);- Theoretical analysis of reading literacy targets and assessment, the first two components of RLCD (Chapter three);- Theoretical analysis of reading literacy instruction and content, the other two components of RLCD (Chapter four);- Research methodology, where survey design was employed and mixed methods were used: a questionnaire and a semi-structured interview. The major aim was to collect data to find out if the practitioners (i.e. secondary school teachers and supervisors) and other professionals (i.e. specialists in curriculum and instruction) in Egypt agree with the reading literacy research (chapter five);- Data analysis, where a descriptive statistical analysis was conducted for data provided by the questionnaire and a cross-sectional or code and retrieve analysis strategy was applied for data provided by the semi-structured interview. Results indicated that the practitioners' perceptions on the questionnaire and the professionals' answers in the semi-structured interview supported what was revealed by the theoretical analysis regarding RLCD. This suggests that the proposed RLCD is a practical proposition and it is timely to do it. It also raises the confidence in RLCD by triangulation of data by using the questionnaire for the practitioners and the semi-structured interview for other professionals and relating all of this to literature analysis (Chapter six);-Developing the proposal (RLCD): its scope, framework, and components: targets, assessment, instruction, and content. The researcher combines all sources of data: the theoretical analysis, the questionnaire data, and the semi-structured interview data (Chapter seven).The conclusion of the research is introduced. It presents a summary of the research and most importantly, it provides a summary of the contribution of the present research to reading literacy curriculum in theory and practice. Deriving from its results, some recommendations for practice and further research are made and a closing reflective epilogue on the research and the researcher is provided.
|Item Type:||Thesis (Doctoral)|
|Award:||Doctor of Philosophy|
|Copyright:||Copyright of this thesis is held by the author|
|Deposited On:||08 Sep 2011 18:25|