This thesis examines the role of analogy in the development of reading and spelling. Analogy is defined as using the spelling-sound pattern of one word (e.g. 'beak') to read or spell a word which shares a common orthographic sequence (e.g. 'bean' or 'peak'). Experiment 1 shows that 6-7 year old children can use analogies when required to select the correct spellings of words which are read to them. Experiment 2 shows that children aged 5-7 years can also use analogies to read new words aloud. Experiment 3 shows that analogy is used in the same way by children at three different reading levels (non-readers, 6 years and 7 years). Experiment 4 shows that 5-7 year old children can also use analogies to spell new words. It is concluded that the use of analogy does not develop, as it is available from the very beginning of learning to read and spell. Experiments 5, 6 and 7 examine the effect of varying spelling-sound consistency on analogies. Children taught pairs of words consistent in spelling and sound (e.g. 'peak-leak') make more analogies in reading than children taught pairs of words consistent in spelling but inconsistent in sound (e.g. 'peak-steak'). This difference does not occur in spelling. It is concluded that spelling-sound consistency only affects children's use of analogies in reading. Experiment 8 shows that children also use analogies to read new words which they encounter in reading prose. This shows that analogy is not restricted to single word reading. Experiment 9 compares analogies between words written in the same case and in mixed case. It shows that analogy relies on orthographic rather than visual information. These results suggest that children should be taught to use analogies to read and spell new words. The broader educational implications of analogy are also discussed. Note. This thesis contains approximately 91,000 words.

M.Ed. / Please refer to full text to view abstract

M.A. (Library Science) / Children's literature transmits values regarded as important by society and is an important means of socialisation. It will tend to reflect those· values regarded as important and fundamental to the dominant social class. Alternative values and the questioning of traditional values only takes place in children's literature when society in general begins to question its values. Reading is a transactional process. Meaning is not "contained in the text" but the result of interaction between the reader and the text. The reader's cultural background and attitudes will play an important role in determining how a text will be understood. Children from diverse backgrounds will not necessarily understand a text in the same way, as they bring their background to the text and understand it or interpret it in the light of that background or schema. Values are the foundation on which people base their actions, beliefs and attitudes. Each culture develops its own value system in terms of which values will be ranked in order of importance. Through socialisation these value systems will be passed on to new generations...

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Bibliography: pages 490-552. / Two fundamental questions which frequently confront a children's librarian are 'what do you suggest my child should read?' and 'Why does my child not read, and what can be done to rectify the situation?' It is fairly easy to deal with the first question by referring either to one's own knowledge of children's literature or to the many authoritative books on the subject. The second question poses a problem, because, although much concern has been expressed regarding reading reluctance, current perceptions generally relate to limited aspects only. Such perceptions tend to be based on incidental observations and untested premises rather than on rigorously executed research. Hence it was decided to undertake this research project in an attempt to fill a gap in a sound understanding of reading reluctance among children in a given library environment.

A dissertation submitted in partial fulfilment of the requirements for the degree of M. Bibl. in the Department of Library Science at the University of Zululand, South Africa, 1987. / Primary school children of the Mehlwesizwe Circuit, who are learning to read for the first time do not have sufficient reading material in Zulu. These books are essential to the formulation of proper reading habits and the stimulation of the desire to read. An investigation was conducted with all lower primary schools of Mehlwesizwe Circuit, South African publishers, all local bookshops and libraries to ascertain whether any appropriate books in Zulu were available for purchase or loan. Results indicated that few such books were available and of those found, 88 % were translations from other languages and were often unsuitable.1 Possible solutions and recommendations have been presented. / Human Sciences Research Council

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The problem of this study was undertaken to determine what reading material might be developed from the meaningful vocabularies, experiences, and interests of some slow learners from one of the second grades of Nederland, Texas.

The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.

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