This thesis consists of two studies: In the first study, 236 children, from 3 age groups 4, 5 and 6, were tested for ability on 23 variables which measured ability in reading, spelling, vocabulary, short-term memory, visual discrimination, fluency, phonological awareness, and performance on the Raven's Coloured Matrices. A multiple regression was undertaken on these three groups to elucidate the variables determining reading performance in the second year of the study. Results showed that for the '4-5' group, (tested at 4 years and then one year later) performance on a visual discrimination and an alliteration test predicted later reading success. For the '5-6' group, reading quotient at age 5, alliteraion, short-term memory, SES, nonword reading and the initial sound test predicted reading success at age 6. Finally, for the '6-7' group, reading quotient at age 6, nonword reading, fluency, gender and alliteration predicted reading success at age 7. The second study investigated qualitative differences in normal readers relative to poor readers of the same reading age. Forty normal readers and 38 poor 9-year-old readers were given tests similar to those used in the first study. The principal finding was that the poor readers were worse at reading pseudowords compared with the controls. The results suggest that although there are no differences with reading-age controls in phonological processing, poor readers have worse grapheme-phoneme conversion skills. The results of both studies are mainly discussed in terms of the development of primary and secondary routes for reading.

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The introduction of a literature programme (emphasising the teaching of thinking skills) as part of the Israeli English curriculum, led to this qualitative action research case study. The rationale for this study was further strengthened by two concerns. First, self-proclaimed readers (readers who claim they read a lot) read literature superficially. Second, even when teachers enable richer discussions through open-ended questions and implied use of reading comprehension strategies (RCS), pupils do not appropriate these strategies for their own reading. The year-and-a-half long study was conducted with 53 pupils from two advanced classes in two secondary schools. It began by looking at whether self-proclaimed readers were aware of the RCS they use while reading and how this knowledge or lack of it influenced their reading. The findings revealed that pupils use RCS haphazardly due to lack of awareness of what they are doing or need to do while reading. Consequently, a reading strategy PaRDeS was designed and implemented with the idea that pupils would appropriate it. The data analysed through constructive-interpretive-hermeneutic methods shows the effects on pupils' reading during and after the implementation of the PaRDeS reading strategy (a question generating strategy based on the Ministry's thinking skills). The study reveals how metacognitive discussions improved pupils' awareness of what they were doing and enhanced their use of PaRDeS. Furthermore, the study observes how the strategy can be improved by using it within a community of readers. Thus, pupils moved from the periphery of the classroom space to the centre as they appropriated the strategy and took control of their discussions and therefore their comprehension. The study also reveals that using PaRDeS helps pupils understand that inference is central to constructing understanding of literary texts. In addition, the strategy causes pupils to view texts as multi-layered and enables them to read iteratively to create a global meaning that is greater than the sum of understanding of each part of the text. This synergy is further enhanced when pupils bring their questions to the community to analyse texts from different perspectives. Synergy led to the central finding of this study, an understanding of why PaRDeS may improve reading comprehension. The study concludes that a reading prism is created due to the PaRDeS question types, the scaffolding of the strategy and its utilisation in the community. This prism is constructed from six points: reader, text, author, contexts of knowledge and experience, teacher/facilitator and participants in a reading community. As the points of the reading prism interact, the hermeneutic space is established in which hermeneutic dialogue occurs. Close observation of what is happening within the hermeneutic space reveals that because of the interaction between the points, pupils use several reading styles iteratively and that these reading styles enhance thinking styles. Consequently, pupils co-created enriched textual interpretation, which also led to individual creative analysis through writing assignments. To conclude, this study suggests that when an environment is created to implement and use PaRDeS, the resulting synergy between members of the learning community leads to enhanced thinking necessary for both enriched understanding of the text and the development of active independent readers.

Thesis (M.ED) --University of Limpopo, 2013 / There is a general outcry from the Department of Education (DoE) and universities with regard to the levels of reading/literacy of learners entering university, as the standard of reading levels seems to be a recurring issue in most of the South African schools. The problem of students’ poor reading skills in primary schools is usually carried over into secondary schools and higher education institutions as underlying cause of many students struggling to cope academically. Despite the introduction of several measures and guidelines, most learners remain functionally illiterate. In 2008, a National Reading Strategy (NRS) was put into place by the DoE: the aim of which was to promote a nation of life-long readers and life- learners. Well-developed reading skills are central to successful learning across the curriculum. The study examined the reading levels of the intermediate phase learners in the rural areas of Limpopo province. Following case study procedures, the study examined natural occurring reading of grade five learners in the intermediate phase. Collected data included observation, video tapes of learners while reading grade prescribed texts and interviews with intermediate phase educators. A descriptive quantitative discourse analysis of learners' reading and descriptive qualitative case study analysis were employed. The researcher takes the reader into the ordinary South African rural classroom, discusses findings and analysis, followed by suggested recommendations.