Show simple item record

dc.contributor.authorIbrahim A. Al-Qaryoutia
dc.contributor.authorFathi M. Ihmeideh
dc.contributor.authorGhanem J. Al bustami
dc.contributor.authorMoayyad A. Homidie
dc.date.accessioned2018-04-03T09:58:01Z
dc.date.available2018-04-03T09:58:01Z
dc.date.issued2006
dc.identifier.urihttps://dspace.adu.ac.ae/handle/1/989
dc.descriptionAl-Qaryouti, I., Ihmeideh, F., Al bustami, G., & Homidi, M. (2016). Evidence-based strategies to support children's emergent literacy in the gulf cooperation council (gcc) countries. European Journal of Developmental Psychology, 13(5), 545-562. doi:10.1080/17405629.2015.1124038en_US
dc.description.abstracthis study was designed to examine teachers’ reported use of evidence-based strategies to support children’s emergent literacy in Arab countries of the Gulf Cooperation Council (GCC). The study participants comprised 644 kindergarten teachers from four countries, including Saudi Arabia (n = 154), Qatar (n = 105), United Arab Emirates (UAE) (n = 190), and Oman (n = 195). The researchers designed a 29-items questionnaire that addressed five dimensions, examining evidence-based strategies that support emergent literacy: phonological awareness, knowledge and understandings of books and other texts, print awareness, knowledge of letters and words, and early writing. The results showed that teachers reported higher use of strategies concerning knowledge of letters and words, followed by those concerning print awareness. In addition, they reported lower use of strategies concerning early writing. Moreover, teachers in the UAE reported higher use of strategies in support of emergent literacy followed by teachers in Qatar and Oman, whereas teachers in Saudi Arabia reported lower use of evidence-based strategies. Finally, statistically significant differences were found regarding teachers’ use of emergent literacy strategies due to teachers’ demographic background. Implications for future research are discussed, and they include highlighting evidence-based emergent literacy strategies in early years settings in the GCC countries as well as expanding the scope of the study to include samples from different contexts.en_US
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.subjectEmergent literacyen_US
dc.subjectEducationen_US
dc.subjectLearningen_US
dc.subjectEvidence-based strategiesen_US
dc.subjectGulf Co‐operative Council Countriesen_US
dc.titleEvidence-based strategies to support children’s emergent literacy in the Gulf Cooperation Council (GCC) countriesen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1080/17405629.2015.1124038


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record