<p>Predmet ove doktorske disertacije bio je da se<br />ispitaju te&scaron;koće u čitanju na engleskom kao stranom<br />jeziku kod učenika mlađeg uzrasta u osnovnim<br />&scaron;kolama u Srbiji. Od 2003. godine, kada je engleski<br />jezik uveden kao obavezni predmet od prvog razreda<br />osnovne &scaron;kole, nije bilo nacionalnih istraživanja u<br />vezi sa ranim razvojem ve&scaron;tine čitanja. Po&scaron;to<br />te&scaron;koće u čitanju mogu negativno uticati na<br />samopouzdanje učenika, njihovu motivaciju i<br />stavove, kao i na akademska i profesionalna<br />dostignuća, neophodno je efikasno delovanje u cilju<br />sprečavanja te&scaron;koća u čitanju. Prvi korak u tom<br />pravcu predstavlja ispitivanje faktora koji mogu<br />imati nepovoljan uticaj na razvoj ve&scaron;tine čitanja.<br />U istraživanju je učestvovalo 502 ispitanika<br />uzrasta od 11 godina, koji su pohađali &scaron;est osnovnih<br />&scaron;kola u pet geografski udaljenih gradova Srbije.<br />Primenjena je kombinovana metoda upotrebom<br />osam instrumenata za prikupljanje kvantitativnih i<br />kvalitativnih podataka. Kvantitativni podaci su<br />dobijeni kori&scaron;ćenjem testa čitanja, upitnika o<br />individualnim faktorima, upitnika o kontekstualnim<br />faktorima, upitnika o strategijama, upitnika o<br />te&scaron;koćama u čitanju, i intervjua, dok su kvalitativni<br />podaci dobijeni na osnovu pisanih refleksija učenika<br />i upotrebom intervjua. Rezultati su pokazali da<br />postoji statistički značajna razlika u rezultatima testa<br />čitanja u zavisnosti od individualnih i kontekstualnih<br />faktora, kao i da te&scaron;koće u ranom čitanju na<br />engleskom kao stranom jeziku mogu biti posledica<br />negativnog uticaja nekih individualnih i<br />kontekstualnih faktora, kao &scaron;to su nerazvijene<br />lingvističke i strate&scaron;ke kompetencije učenika,<br />negativan transfer ve&scaron;tine čitanja na maternjem<br />jeziku, neadekvatan pristup razvoju ve&scaron;tine čitanja u<br />nastavi, i nedovoljno čitanje na stranom jeziku van<br />časova. Na osnovu rezultata sastavljena je<br />taksonomija od 25 te&scaron;koća u čitanju na engleskom<br />kao stranom jeziku. Ovi rezultati imaju značajne<br />implikacije za dizajniranje programa ranog čitanja i<br />programa prevencije te&scaron;koća u čitanju, za nastavu<br />ranog čitanja, kao i za obrazovanje i stručno<br />usavr&scaron;avanje nastavnika engleskog jezika.</p> / <p>The primary focus of the present research study<br />was to investigate reading difficulties of young<br />6<br />learners learning English as a foreign language<br />(EFL) in formal school settings in Serbia. Since the<br />introduction of English as a compulsory school<br />subject from primary Grade One in 2003, there have<br />been no research studies in Serbia to verify what can<br />realistically be achieved in early reading skill<br />development. As reading difficulties can negatively<br />affect learners&rsquo; self-esteem, motivation, attitude,<br />confidence, and academic and career prospects, the<br />prevention of reading difficulties has emerged as an<br />issue requiring effective action. The first step<br />towards successful teaching of early reading is<br />exploration of factors that may have an adverse<br />effect on learners&rsquo; reading skill development.<br />The present research study involved 502<br />learners, aged 11, drawn from six state primary<br />schools located in five geographically distant regions<br />of the country. A mixed-method approach was<br />applied in the study, and eight instruments were used<br />to collect both quantitative and qualitative data.<br />Quantitative data was obtained with reading research<br />tool, individual factors questionnaire, contextual<br />factors questionnaire, reading strategies<br />questionnaire, reading difficulties questionnaire,<br />teacher questionnaire and prompted think-aloud<br />protocols, while qualitative data was collected with<br />post-reading reflection protocols and prompted<br />think-aloud protocols. The results showed that there<br />was a considerable difference in reading results in<br />relation to both individual and contextual factors,<br />and that reading difficulties in early EFL reading<br />may have been the result of adverse effects of some<br />individual and contextual factors, like poor linguistic<br />and strategic competences of young learners,<br />negative transfer of L1 literacy, inappropriate<br />teaching approach, and insufficient exposure to L2<br />texts. A taxonomy of reading difficulties was<br />complied, comprising 25 L2 reading difficulties.<br />These results have significant implications for<br />designing EFL reading and prevention programmes,<br />for teaching beginning reading, and for pre-service<br />and in-service EFL teacher education and training.</p>

This study investigates the reading habits of three Thai students between their early twenties to early thirties. Although the focus of interest is on their English reading, their reading habits in Thai and English, both fiction and non-fiction, are studied. None of the three subjects regularly reads fiction in Thai or English, and non-fiction books are read almost exclusively for the purpose of study. The research confirms the hypothesis that present reading habits are determined by positive or negative reading experiences in the past. Subjects who enjoyed positive experiences reading fiction or non-fiction in their early years have become regular readers of fiction or non-fiction; the subject who had negative early reading experiences is not a regular reader of any kind of books in either Thai or English. The study does suggest, however, that despite the strong effect of early reading experiences, positive reading experiences in the present can help adults become engaged readers. / English Studies / M.A. (TESOL)

South Africa is a multilingual country and this has certain implications on the development of cognitive-linguistic skills such as phonological processing (amongst others), which are essential for reading development. Research has, in the past, not adequately addressed the development of, and relationship between, a broad range of phonological processing and reading skills in South Africa. The study investigates the relationship between phonological processing skills and reading development in Northern Sotho-English bilingual children. Ninety-eight participants, divided into group 1 (n=48) and group 2 (n=50) based on their Language of Learning Language of Teaching were sampled. Group 1 received literacy instruction in Northern Sotho, whilst group 2 in English. Participants were assessed using a battery of phonological processing tests and on reading abilities in English and Northern Sotho. Correlations, multiple regressions and multivariate analyses of variance were conducted. Findings revealed that phonological processing skills are essential in reading development in both the first and second language of the participants. / African Languages / M.A. (Linguistics)

No description available.