This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.

This thesis looked at the effects of California's adopted scripted learning programs on students' motivation for reading. There is much research about the efficacy of these types of one-size-fits all programs, which claim to be on scientific research.

The project provides second grade teachers at the Perris Elementary School District with teaching approaches, tools, and strategies that have been proven to increase comprehension skills in English language learners (ELL) when teaching literary genres. Project GLAD (Guided Language Acquisition Design) offers an alternative curriculum to the scripted curriculum as required by the No Child Left Behind Act.

Syftet med den elevcentrerade empiriska studien var att undersöka lässtrategierna ”läsfixarnas” inverkan på elevers förmåga att förstå och tolka texter. Läsförståelsestrategierna som används i studien är detektiven och spågumman. Studien syftade även till att undersöka hur strategianvändningen påverkar elevers testresultat i läsförståelse. Den tidigare forskningen betonar hur elevers läsförståelse försämrats under de senaste årtiondena, något som syns tydligt i resultat från PISA och PIRLS. Barbro Westlund, lektor, uttrycker att det finns en brist vad gäller forskning om hur strategiundervisning bör gå till och att detta kan vara en bidragande faktor till resultaten. Vår studie grundar sig på en elevgrupp i årskurs 4 som är obekanta med strategianvändning sedan tidigare. Studien har utförts genom att låta eleverna utföra ett pre-test i form av läsförståelsetest för att sedan bedriva undervisning om vad strategier är samt hur vi kan använda de specifika strategierna vid läsandet av en text. Efter undervisningstillfällena har ytterligare ett läsförståelsetest utförts och eleverna har intervjuats om sin upplevelse beträffande de båda testen. Studien har inte resulterat i något entydigt resultat, däremot framgår det ur elevintervjuerna att flertalet elever upplevt användningen av detektiven som strategi som givande för deras läsförståelse.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2022 / In rural South Africa (SA), poor reading comprehension skills in English First Additional Language (EFAL) are still found to be the main cause of poor academic achievement. For learners to comprehend the target language they must master the basic reading skills. This remains to be a great challenge for the rural schools in Limpopo. Rural learners are barely exposed to the language of the school, and they hardly have access to the EFAL reading materials or other learning aids. This study aims to evaluate the challenges that are faced in teaching and learning reading comprehension in rural primary schools in SA. This research study was framed by Cognitive constructivism and Schema theory in teaching and learning reading comprehension. A qualitative case study research design was adopted in the study. The sampled participants (one educator and 10 learners) were purposively selected to give answers to the research questions. The following data gathering techniques were used; observational field notes to gather data from the classroom context during the reading lessons, focus group interviews were conducted with the grade 6 learners, lastly, one educator was interviewed. The results prove the educators and learners are still facing challenges in the teaching and learning of EFAL. The study recommends, that the Department of Education intervenes by conducting more training workshops for the educators and parental involvement is encouraged as well for parents to be part of their children's educational journey.

Syftet med denna studie är att samla kunskap om hur lärare som undervisar i grundskolans tidiga år beskriver begreppen läsförståelse och lässtrategier samt hur de undervisar om lässtrategier i flerspråkiga klassrum. Studien utgår från Vygotskijs sociokulturella perspektiv och begreppen proximal utvecklingszon, scaffolding och mediering. Materialet har samlats in genom kvalitativa intervjuer med tre tidigarelärare som har lång erfarenhet av att undervisa i svenska eller svenska som andraspråk i flerspråkiga klasser i årskurserna F–3. Det resultat som framgår i studien är att arbetet med läsförståelse och lässtrategier är viktigt oavsett om klassrummet är en- eller flerspråkigt och att det som gynnar enspråkiga elever även gynnar de flerspråkiga eleverna. Sexpunkter anses vara särskilt viktiga att arbeta med i alla klassrum, men särskilt viktiga i klassrum med flerspråkiga elever för att utveckla elevernas läsförståelse. Dessa punkter är fonologisk medvetenhet, dialogiskt arbetssätt, ordkunskap, högläsning, bildstöd och nivågruppering.

This study focuses on meaning construction as it occurs in the reading act. It explores and challenges the view that the reader usually uses language to construct meaning in a referential way. This study envisages that the reader who engages in a literal reading of the text may encount~r serious epistemological and ontological problems which ensue from such a narrow reading of the text. In the context of the dynamics of meaning construction, this study subsequently problematizes the notion of language vis-avis the notion of subjectivity and representation. It challenges the taken for granted assumption that meaning is pre-ordained and which has to be extracted by a sovereign and authoritative reading subject. The question of precision and correctness of grasping textual content is addressed by exploring those views which seek to go beyond Cartesian representationalism. This study therefore critically explores an alternative reading theory by examining the pioneering dialogical views of earlier theorists to include, ultimately, those subversive attempts of radical theorists. The latter group clearly seeks to subvert and even displace the dialogical reading practices of their predecessors. This study ultimately proposes the notion of a differential reading discourse. Such an integrative theory postulates an alternative theory of reading which in fact provides a more expansive, yet inclusive, framework of reading. This would entail a form of reading which would combat the mere consumption of meanings and acquiescence into ideology-building. It would be a reading framework that is more in keeping with our socio-political reality in South Africa, in which people can enjoy a far more critical and comprehensive view of themselves and of the society in which they operate. / Information Science / D.Litt. et Phil. (Information Science)

Submitted In Fulfillment Of The Requirements For The Degree Of Master Of Technology (Quality), Durban University of Technology, Durban, South Africa, 2012. / Reading is fundamental to functioning effectively in today's society. Learners with poor reading abilities have low opinions of themselves and their abilities (Patil, Saraswathi and Padakannaya, 2009:93). Behavioural problems may arise as these learners feel isolated and frustrated. The development of learners’ literacy in South Africa as a developing country is accentuated by several challenges. Many learners in South Africa have difficulty understanding the language in which they are taught as they are not taught in their mother tongue. However, the language of instruction is not solely responsible for the poor performance in international reading tests and schooling in general. Learners are faced with socio-economic issues, very little or hardly any parental supervision and educators are faced with the challenge of finding reading methods and strategies suitable to improving reading. Learners in the foundation phase are explicitly taught reading skills. In the intermediate phase, learners are expected to apply the skills acquired in the foundation phase to access the curriculum. In reality, this is difficult to achieve. The focus of this study is on preparing current intermediate phase educators in the development of learner literacy by contributing possible strategies that will enable the improvement of the quality of intermediate phase reading. The study was conducted at primary schools to the north of Durban. A questionnaire was distributed to intermediate phase educators, including members of school management. Of the selected sample of 450, 366 of the respondents returned the questionnaire with no inaccuracies, declaring an 85% response rate. The Predictive Analytic Software (PASW) Version 18.0 was used to analyse the data collected from the responses. The results are presented in the form of graphs, cross tabulations and other figures. An analysis of the data revealed significant statistics from the different aspects explored (biographical data; factors impacting on reading literacy; language and reading instruction; strategies for teaching reading; library and computer resources; systems for improving reading quality; and homework). The study contributes to several academic disciplines and the development of society in general, as it proposes strategies and recommendations that may be implemented to improve the quality of intermediate phase reading, and thereby contribute to schooling experience in general. The study recommends that all stakeholders (home; school management; educators; and the department of education) be held accountable for the improvement of literacy in our country. Educators need to be trained in the teaching of reading and parents need to play a more active role in the learners’ lives. It is imperative that remedial educators and special personnel be employed by the department of education to assist learners with reading difficulties. The study further recommends that the time allocated for intermediate phase literacy education be reviewed. The reinstating of collapsed libraries is vital to improving the quality of reading. In addition, the administrative workload of educators requires re-examination in light of the poor results achieved in the national (ANA) and international (PIRLS) literacy programmes. / M

Thesis (MEd)--University of Stellenbosch, 2005. / An autobiographical narrative is imparted through different phases of understanding of the reading process, which developed over time in various fields in education. The reading process is discussed from different perspectives, based on own experience: as initial reader who has to master the reading process in a period when meaning of the context is of minor consideration, as teacher of young and struggling readers, as trainer of candidate remedial teachers, as curriculum and resource developer and author of publications with the objective of making the reading process more accessible to learners and teachers, and ultimately as in-service trainer of teachers in an era when children's reading skills deteriorate markedly. After critical reflection and consideration it was concluded that teachers involved in reading instruction and support are empowered only if they can critically reflect on and examine their personal practices in view of a good understanding of the reading process. Different models of understanding, developed over time, were utilised for better insight.

published_or_final_version / abstract / Linguistics / Master / Master of Arts