No description available.

This study examines the characteristics of original and adapted story versions and compares these characteristics in order to identify similarities and differences between original and adapted story versions. The two original stories selected for study were "Charles" by Shirley Jackson and "Hearts and Hands" by O. Henry. One published adaptation of each was also selected for analysis. These adaptations were found in high interest-low vocabulary materials intended for use with less able readers. Four systems of text analysis were applied to the story versions in order to analyze both story structure and story content. Narrative analysis, adapted from Omanson's system, was used to analyze the structure of story events. Propositional analysis, adapted from the system described by Turner and Greene, was used to examine the detailed semantic content within the stories. Cohesion analysis, adapted from the ideas developed by Halliday and Hassan, was used to examine connections within the texts. Surface feature analysis was used to analyze text features occurring in the surface structures of the stories. Data consisted of the results of the application of the text analysis systems to the four story versions. Specifically, data included numbers and types of content units, i.e. central, supportive, and distracting content units; numbers and types of propositions, i.e. predication, modification, and connection propositions; numbers and types of cohesive elements, i.e. reference ties, lexical cohesion, ellipsis, substitution, and conjunction; and numbers and types of surface features, i.e. words, sentences, main clauses, subordinate clauses, nouns, verbs, adjectives, and adverbs. The data were analyzed quantitatively and qualitatively. Results indicated that different original stories which are written at similar readability levels according to a formula, may contain similar compositions of semantic content and surface features but may vary considerably according to story structure and coherence. In addition, adapted story versions appear to maintain story integrity; however, they may differ from the original stories in richness of detail. It was also concluded that text analysis systems do offer appropriate and reliable procedures for comparing different stories and different versions of the same story.

The aim of this study was to explore the reading life histories of three Intermediate Phase (IP) language educators, and how their histories influence their teaching, as part of a larger University of KwaZulu-Natal (UKZN) reading project. Using the life history research approach, the manner in which the participants learnt to read at home before starting school, in Primary and High School and how they were trained to teach reading was examined. By observing their lessons and interviewing them, the effects that their experiences have had on their current teaching methods and their readiness to implement the Curriculum and Assessment Policy Statement (CAPS) in their phase in 2013, was explored. Research has shown that the literacy levels in South Africa (SA) are reason for great concern. There seems to be an overemphasis on decoding skills with limited exposure to all aspects of comprehension in the lower grades. Thus SA learners struggle to cope as they go on to higher grades where they are expected to read for meaning and read to learn. These problems may be associated with the inadequate training and limited knowledge of teaching reading of many SA educators. Educators who participated in this study seem to define reading as primarily decoding text to speech and view comprehension as a separate entity. In addition to this they do not have a full understanding of the complexities of the comprehension process. By exploring the participants’ experiences of learning to read, their training in teaching reading, and current classroom practices, the effects of the former two were visible on the latter. This study contributes to the larger research project as the participants’ misconceptions and preconceptions created by their own mediocre schooling, substandard and outdated training and inadequate continuous development, were analysed so these could be addressed in workshops designed by the UKZN reading project team. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

There is no abstract available for this dissertation.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1954. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 141-143).

Thesis (Ph.D.) -- University of Rhode Island, 2008. / Typescript. Includes bibliographical references (leaves 129-150).

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Jul 20.

"We accept the fact that reading is essential to modern thinking and living both as a tool and as a basis for aesthetic value. Because of this fact, the modern school today is vitally concerned with the development of good reading habits and with an appreciation for world literature. To centralize thinking, we should arrive at a common understanding of what is meant by the term, reading"--Introduction. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education under Plan II." / Advisor: Mode L. Stone, Professor Directing Paper. / Includes bibliographical references (leaves 43-47).

This study was designed to determine the effect upon reading achievement of students who choose an elective course in either life science, creative writing, or accelerated reading in lieu of regular reading classes.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01