Please use this identifier to cite or link to this item: http://prr.hec.gov.pk/jspui/handle/123456789/19759
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dc.contributor.author, Zia ur Rahman-
dc.date.accessioned2022-05-13T05:39:22Z-
dc.date.available2022-05-13T05:39:22Z-
dc.date.issued2022-
dc.identifier.govdoc25197-
dc.identifier.urihttp://prr.hec.gov.pk/jspui/handle/123456789/19759-
dc.description.abstractTitle: Relationship of Vocabulary Knowledge and Reading Comprehension of English Subject at Secondary Level in Islamabad Capital Territory Pages: 252 Researcher: Zia Ur Rahman Advisor: Dr. Zafar Iqbal University: Allama Iqbal Open University Subject Area: Secondary Teacher Education Year: 2021 Degree: Ph.D. (Education) Vocabulary knowledge and reading comprehension are two core areas which help individuals to learn a language. Nevertheless, their contribution in language development is evitable, students overlook how both are interrelated to each other and produce a gap in development of language. The aim of this study was to investigate the relationship between vocabulary knowledge of students and their reading comprehension in English at secondary level in Islamabad Capital Territory. A correlational research design was used in the study. Multistage sampling technique was employed to select 2088 randomly selected students from sampled secondary schools. Eight research instruments were administered to collect data from the samples of the study. Independent sample t-test and Pearson Product Moment Correlation Coefficient were used to statistically analyse data. Area wise, results revealed that students of urban and rural areas had similar breadth of vocabulary knowledge, however, students of rural areas had better depth of vocabulary knowledge than students of urban area. Gender wise, boy and girl students possessed similar breadth of vocabulary knowledge, xii however, girl students possessed better depth of vocabulary knowledge than boy students. School wise, both public and private school students possessed similar breadth of vocabulary knowledge; but private school students possessed better depth of vocabulary knowledge than students of public schools. Results revealed that students of private schools had better capacities of working memory than students of public schools. Similarly, private schools’ students were more fluent in reading texts, however, word decoding skills of students of public schools and private schools were same. Additionally, private school students employed better reading strategy use and prior topic knowledge in reading texts than public school students. Results have shown that vocabulary breadth and vocabulary depth of students have non-significant relationships with their working memory capacity, their reading fluency and their word decoding, however both components have significant relationships with their reading strategy use and their use of prior topic knowledge. It is recommended to train students to use reading strategies and prior topic knowledge in learning English.en_US
dc.description.sponsorshipHigher Education Commission Pakistanen_US
dc.language.isoenen_US
dc.publisherAllama Iqbal Open University, Islamabaden_US
dc.subjectSocial Sciencesen_US
dc.subjectEducationen_US
dc.titleRelationship of Vocabulary Knowledge and Reading Comprehension of English Subject at Secondary Level in Islamabad Capital Territoryen_US
dc.typeThesisen_US
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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