| dc.contributor.advisor | Sultana, Asifa | |
| dc.contributor.author | Haque, Md. Mesbahul | |
| dc.date.accessioned | 2011-02-15T05:01:01Z | |
| dc.date.available | 2011-02-15T05:01:01Z | |
| dc.date.copyright | 2010 | |
| dc.date.issued | 2010-12 | |
| dc.identifier.other | ID 07203010 | |
| dc.identifier.uri | http://hdl.handle.net/10361/763 | |
| 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 | |
| dc.description.degree | B.A. in English | |
