BRAC University Institutional Repository

Do per-reading activities help learners comprehend a text better?

Show simple item record

dc.contributor.advisor Sultana, Asifa Haque, Md. Mesbahul 2011-02-15T05:01:01Z 2011-02-15T05:01:01Z 2010 2010-12
dc.identifier.other ID 07203010
dc.description This thesis is submitted in a partial fulfillment of the requirements for the degree of Bachelor of Arts in ELT and Applied Linguistics, 2010. en_US
dc.description Cataloged from PDF version of thesis.
dc.description Includes bibliographical references (page 39 - 40).
dc.description.abstract Teachers who are teaching English as second language are in a regular search of various strategies that may develop learners reading comprehension skill. Activation of prior knowledge before reading the actual material is seen as important tool for readers' better comprehension. It is assumed that prior knowledge activation requires pre-reading activities. This research work investigates the degree of the impact of pre-reading activities kamers' comprehension of reading text. en_US
dc.description.statementofresponsibility Md. Mesbahul Haque
dc.format.extent 44 pages
dc.language.iso en en_US
dc.publisher BRAC University en_US
dc.rights BRAC University thesis are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.
dc.subject English and humanities
dc.title Do per-reading activities help learners comprehend a text better? en_US
dc.type Thesis en_US
dc.contributor.department Department of English and Humanities, BRAC University B.A. in English

Files in this item

This item appears in the following Collection(s)

Show simple item record

Policy Guidelines

Search BRACU Repository

Advanced Search


My Account