Limited literacy remains a prevailing issue among older adult populations. This qualitative study sought to answer the following research questions: How do older adults with limited literacy skills navigate and learn to navigate their daily lives in an advanced literate community such as the United States? What types of informal learning strategies and coping mechanisms have been used by these adults, and what perceived barriers and hindrances have participants faced and are facing in their lives? The study included the interviews, data collection and analysis of five women and two men, ages 67-87, two of whose activities also were observed by the researcher. The objective was to investigate their informal learning strategies and coping mechanisms within their current living environment. A thematic analysis of the seven narrative 'life stories' resulted in the emergence of four themes, which represented how these adults with limited literacy skills learned to navigate their daily lives and use informal learning strategies and coping mechanisms to survive in a changing environment: (a) Family support (or lack thereof), (b) social networks, (c) desired GED Program engagement, (d) self-directed gained knowledge. The study concluded that although none of the participants received a high school diploma, all successfully obtained employment and navigated their daily lives by incorporating various strategies. Likewise, given their implementation of self-directed learning strategies (Ausubel, 2000; Knowles, 1990; McClusky, 1974; Tough, 1982), participants viewed some of the dispositional, institutional, and situational obstacles (Cross, 1982), not as barriers, but as navigable and surmountable challenges. Implications of the study suggested limited literacy adults relied upon family support, social networks and self-direction to pursue knowledge and conceal limited literacy. They gained confidence and developed coping mechanisms to navigate daily activities, circumvent barriers and function in an advanced literate society. Future professional practice recommendations included incorporating ABE/GED programs at adult living facilities/community centers; invalidating false assumptions regarding limited literacy older adults; volunteering time and building trust with these adults; and validating their current and desired needs. Research recommendations included investigating limited literacy adult capabilities; shadowing their navigation; conducting similar studies in other U.S. regions; and investigating comparative life-span research. / Ph.D.

No / This paper examines trade union networking and community-oriented activity through the recent development of learning strategies in relation to migrant workers. The paper locates the discussion on learning in relation to union attempts to develop a broader urban and community-based view of the union as an organisation. It assesses the innovative ways trade unions deploy their learning strategies given the challenges associated with a liberal market economy, in particular, in relation to poor levels of co-ordination amongst key social organisations and low levels of state commitment to the area of training. The paper draws on five empirical case studies of such innovative union approaches and concludes that many of these learning initiatives represent a significant intervention by unions in local urban and community-based contexts. However, it also notes that these appear to be disconnected from stable and consistent forms of local community-based organisation and, in part, remain enveloped in a marketised project-based approach which is piecemeal and in many aspects financially dependent on the state.

En nous inspirant du modèle cognitif de production humaine d'Anderson, nous considérons, dans cette thèse, comme des processus universels intégrant le système de production humaine, une grande partie des stratégies d'apprentissage présentées dans différents classements. Dans cette perspective, nous avons examiné la différence stratégique entre les apprenants, comme le soutiennent d'aucuns, ainsi que la modification que pourrait produire une formation à l'emploi des stratégies d'apprentissage dans le répertoire des stratégies des apprenants. Nous montrons que le développement des compétences en langues implique inévitablement la mise en place de procédures générales de résolution de problèmes régies par des stratégies universelles. Nous nous intéressons particulièrement à la nature universelle des stratégies d'apprentissage. Dans cette perspective nous avons effectué une étude empirique visant à analyser les stratégies d'apprentissage de deux groupes d'apprenants adultes iraniens du français -dont l'un a reçu une formation à l'emploi des stratégies d'apprentissage. Les résultats de nos analyses de leurs productions orales et écrites confirment le fondement théorique de notre recherche. En effet, l'enseignement des stratégies d'apprentissage que proposent certains ne modifie pas l'utilisation des stratégies d'apprentissage ayant trait aux processus mentaux régissant les productions humaines chez l'apprenant adulte et ce sont les savoirs déclaratifs des apprenants qui différencient leurs productions langagières. / Based on the cognitive model of human production of Anderson, we considered in this thesis, a large part of the learning strategies presented in the various classifications as universal human process system production. In this context we examined the strategic difference of learners, as some argue, and the modification that could produce training in the use of learning strategies in the repertoire of strategies learners.We have shown that the development of language skills is based on the activation of general procedures for solving problems governed by universal strategies.We are particularly interested in this thesis, in the universal nature of learning strategies. In this perspective we conducted an empirical study which aims at analyzing learning strategies of two groups of Iranian adult learners, one of which received training in the use of learning strategies learning. The results of our analysis of their oral and written productions have confirmed the theoretical basis of our research. Indeed, the teaching of learning strategies, that offer some, do not change the use of learning strategies and their language productions depend on their declarative knowledge. .Keywords: cognitive model of human production, learning strategies, training in the use of learning strategies, declarative knowledge, Iranian adult learners.

O uso assertivo e eficiente das estratégias de aprendizagem depende, muitas vezes, da compreensão e consideração de aspectos psicológicos e motivacionais. O adequado emprego de estratégias de aprendizagem se reflete no desempenho acadêmico, no domínio de construtos e modelos e no amadurecimento crítico e científico. A presente tese defende que há uma relação entre as estratégias de aprendizagem autorregulada e as estratégias de aprendizagem autodeterminada predominantes em alunos de mestrado e doutorado em Contabilidade. O estudo se justifica, porquanto, porque além de inaugurar uma linha de pesquisa ainda inédita no contexto da Contabilidade Humana, seus resultados destacam um original entendimento da relação da aprendizagem com a regulação e a motivação pessoal. Tem como objetivo principal apresentar diagnóstico, dimensões e correlações das estratégias de aprendizagem autorregulada e aprendizagem autodeterminada de alunos de programas de pós-graduação stricto sensu em Contabilidade no Brasil. Participaram do survey 516 respondentes, sendo 383 mestrandos e 133 doutorandos. Foram aplicados dois instrumentos psicométricos: Self-Regulated Learning Strategies (SRLS) e Motivated Strategies for Learning Questionnaire (MSLQ). O modelo operacional de pesquisa delineou a formulação de oito hipóteses, sendo que a primeira delas sustenta a defesa da tese, enquanto as demais defendem a influência das variáveis idade, gênero, tipo de curso, estágio no curso, tipo de instituição de graduação, nota do curso atribuída pela Capes e graus de instrução dos pais nos níveis de Self-Regulated Learning (SRL) e Self-Determination Theory (SDT). A partir da análise multivariada dos dados, os resultados corroboraram a tese e a influência do gênero no nível de SRL. A metaconclusão desta tese ratifica os estudos referenciados, confirmando que a aprendizagem pode ser dominada e controlada pelo indivíduo, ao se adotar estratégias individuais de regulação e motivação. Uma importante contribuição desta pesquisa consiste em oferecer conclusões empíricas que podem ajudar docentes, discentes, pesquisadores, instituições de ensino e programas de pós-graduação a compreender mais sistematicamente os aspectos da aprendizagem autorregulada e da aprendizagem autodeterminada que caracterizam o aluno de Contabilidade. Limitações importantes deste estudo podem ser vistas como oportunidades para pesquisas futuras: a amostra envolve um público específico, a pesquisa survey pode apresentar vieses de método comum e a baixa participação de alunos de mestrado profissional. Estudos futuros poderão adotar outras estratégias metodológicas e/ou envolver amostras mais diversificadas ou em maior lastro temporal / Assertive and efficient use of learning strategies often depends of the understanding and consideration of psychological and motivational aspects. Appropriate use of learning strategies is reflected in the academic performance, in the appropriation of constructs and models and in the critical and scientific maturity. This dissertation argues that there is a relationship between predominating self-regulated learning strategies and self-determined learning strategies in accounting master\'s and doctorate students. The study can be justified in view of, apart from inaugurating a research line within the context of Human Accounting, their results highlight a unique understanding of the relationship of learning with regulation and personal motivation. Its main goal is to present a diagnosis, the dimensions and the correlations of self-regulated learning and self-determined learning strategies of graduate Accounting students in Brazil. Five hundred and sixteen respondents participated in the survey, comprising 383 master\'s and 133 doctoral students. Two psychometric instruments were applied: the Self-Regulated Learning Strategies (SRLS) and the Motivated Strategies for Learning Questionnaire (MSLQ). The operating model research outlined the formulation of eight hypotheses, being that the first of them supports the thesis, while the others investigate the influence in the levels of Self-Regulated Learning (SRL) and Self-Determination Theory (SDT) of age, gender, type of course, stage in the course, type of undergraduate institution (public or private), grade attributed by Capes to the course and parental formal education degrees. From the multivariate data analysis,the results support the thesis and that gender has influence in the SRL level. The metaconclusion of this thesis confirms the referenced studies, estating that learning can be dominated and controlled by individuals through the adoption of individual strategies of regulation and motivation. An important contribution of this study is to offer empirical conclusions that might help teachers, students themselves, researchers, educational institutions and graduate programs to understand more systematically the aspects of self-regulated learning and self-determined learning that characterize the Accounting graduate students. The major limitations of the present study can be seen as opportunities for future researches: the sample involves a particular audience, research can provide common methods bias and the low participation of professional master\'s degree students in the sample. Future studies can take further methodological strategies and/or involve more diversified samples or consider longitudinal approaches

字彙學習在語言學習上佔有非常重要的地位。本研究之目的旨在探究台灣國中學生在學習英語字彙時使用字彙學習策略的情形，首先，想了解各種不同字彙學習策略的使用頻率，並找出較常和較少使用的字彙學習策略，此外，想探討字彙學習策略的使用和字彙學習成就之間的關係，並找出不同字彙學習成就程度的學生在字彙學習策略使用上的差異之處。 本研究以147位國中三年級學生為調查對象，研究的工具為字彙學習策略問卷和字彙學習成就測驗，資料的分析採用SPSS，包含描述性統計、皮爾遜積差相關分析及單因子變異數分析。研究結果指出(1)整體而言，國中學生使用字彙學習策略的頻率並不高；(2)國中學生最常使用認知策略，最少使用社會策略；(3)國中學生比較常使用「表層」處理策略，比較少使用「深層」處理策略，例如，學生會注意單字的發音及拼法，並且偏愛重複背誦的方式，相反地，他們很少使用聯想或造句的方式來學習字彙；(4)國中學生的字彙學習成就和字彙策略的使用有顯著的相關性，在字彙學習上成就較高的學生，不僅會使用較多樣的策略來學習字彙，而且會更常使用這些字彙策略；(5)在字彙學習上成就較高的學生會比較注意上下文的關聯性、發音與拼法的相關性、字彙的詞性，他們會把單字分成音節而且會把字彙學習與自身的經驗相結合，另外，他們在教材的使用比較積極，相反地，成就較低的學生比較不注重單字的發音；(6)國中學生的學習策略來源主要是學校老師，他們選擇使用某些特定的策略主要原因是因為這些策略比較方便且容易使用，此外他們最想學的字彙學習策略與增加自然練習英語的環境有關。 最後，本研究建議老師應該 (1)教導學生如何使用各種不同的字彙學習策略；(2)在介紹策略的時候要考慮學生的程度；(3)教導學生聯合使用「表層」及「深層」處理策略；(4)教學生猜測單字的意思後，要查字典；(5)提供互動的活動讓學生在自然的環境下學習字彙；(6)鼓勵學生獨立規劃自己的字彙學習。 / Vocabulary learning is of critical importance to language acquisition, whether the language is first, second, or foreign. After suffering from being neglected for decades, vocabulary learning and teaching now have attracted considerable attention in the field of ESL or EFL research. The interest of research has been particularly in studying learners’ approaches to vocabulary learning. The present study aims to investigate the kinds of vocabulary learning strategies used by JHS students in Taiwan. Moreover, it examines whether there is any relationship between JHS students’ vocabulary strategy use and their vocabulary learning achievement. The data were collected from 147 third-grade students from a junior high school in Miaoli by means of two materials. The Vocabulary Learning Strategy Questionnaire was designated to survey what kinds of vocabulary learning strategies JHS students used and how often. The Vocabulary Achievement Test was used to discriminate the participants into different levels in vocabulary learning achievement. Data analysis was performed by SPSS, including descriptive statistics, Pearson product-moment correlations, and one-way ANOVA. The major findings of this study are summarized as follows. (1) JHS students as a whole are moderate users of vocabulary learning strategies. (2) JHS students use cognitive strategies most frequently and social strategies least frequently. (3) JHS students employ “shallow” processing strategies more often than “deep” processing strategies. They particularly favor repetition strategies and pay more attention to the form of a word. On the other hand, they seldom put words in a meaningful context or utilize imagery techniques. (4) JHS students’ vocabulary strategy use is strongly related to their vocabulary learning achievement. Students with better vocabulary learning achievement not only use a wider range of strategies but also use them much more frequently. (5) JHS students with the highest level of vocabulary learning achievement pay much more attention to textual context, dividing words into syllables, active use of the learning materials, the matching between spelling and sound, word classes, and the personalization of information. On the other hand, JHS students with the lowest level of vocabulary learning achievement pay much less attention to the sound of a word. (6) JHS students learn vocabulary strategies primarily from school teachers and their major reason for strategy choice is because of convenience and ease of employment. The strategies that they want to learn most have something to do with increasing authentic input. According to the findings, several pedagogical implications are suggested. Teachers should (1) help JHS learners to raise their awareness of vocabulary learning strategy use; (2) take JHS learners' individual differences, such as vocabulary learning achievement, into account when recommending strategies; (3) instruct JHS learners to increase using the “shallow” processing and “deep” processing strategies in combination; (4) guide JHS students to use the “guessing” and “dictionary” strategies in combination; (5) provide JHS students with more authentic input and communicative interaction for vocabulary learning; (6) encourage JHS students to take charge of their vocabulary learning and view it as a life-long process. If JHS students can be equipped with the abilities to employ appropriate strategies, they can build up vocabulary more effectively and efficiently on their own.

O uso assertivo e eficiente das estratégias de aprendizagem depende, muitas vezes, da compreensão e consideração de aspectos psicológicos e motivacionais. O adequado emprego de estratégias de aprendizagem se reflete no desempenho acadêmico, no domínio de construtos e modelos e no amadurecimento crítico e científico. A presente tese defende que há uma relação entre as estratégias de aprendizagem autorregulada e as estratégias de aprendizagem autodeterminada predominantes em alunos de mestrado e doutorado em Contabilidade. O estudo se justifica, porquanto, porque além de inaugurar uma linha de pesquisa ainda inédita no contexto da Contabilidade Humana, seus resultados destacam um original entendimento da relação da aprendizagem com a regulação e a motivação pessoal. Tem como objetivo principal apresentar diagnóstico, dimensões e correlações das estratégias de aprendizagem autorregulada e aprendizagem autodeterminada de alunos de programas de pós-graduação stricto sensu em Contabilidade no Brasil. Participaram do survey 516 respondentes, sendo 383 mestrandos e 133 doutorandos. Foram aplicados dois instrumentos psicométricos: Self-Regulated Learning Strategies (SRLS) e Motivated Strategies for Learning Questionnaire (MSLQ). O modelo operacional de pesquisa delineou a formulação de oito hipóteses, sendo que a primeira delas sustenta a defesa da tese, enquanto as demais defendem a influência das variáveis idade, gênero, tipo de curso, estágio no curso, tipo de instituição de graduação, nota do curso atribuída pela Capes e graus de instrução dos pais nos níveis de Self-Regulated Learning (SRL) e Self-Determination Theory (SDT). A partir da análise multivariada dos dados, os resultados corroboraram a tese e a influência do gênero no nível de SRL. A metaconclusão desta tese ratifica os estudos referenciados, confirmando que a aprendizagem pode ser dominada e controlada pelo indivíduo, ao se adotar estratégias individuais de regulação e motivação. Uma importante contribuição desta pesquisa consiste em oferecer conclusões empíricas que podem ajudar docentes, discentes, pesquisadores, instituições de ensino e programas de pós-graduação a compreender mais sistematicamente os aspectos da aprendizagem autorregulada e da aprendizagem autodeterminada que caracterizam o aluno de Contabilidade. Limitações importantes deste estudo podem ser vistas como oportunidades para pesquisas futuras: a amostra envolve um público específico, a pesquisa survey pode apresentar vieses de método comum e a baixa participação de alunos de mestrado profissional. Estudos futuros poderão adotar outras estratégias metodológicas e/ou envolver amostras mais diversificadas ou em maior lastro temporal / Assertive and efficient use of learning strategies often depends of the understanding and consideration of psychological and motivational aspects. Appropriate use of learning strategies is reflected in the academic performance, in the appropriation of constructs and models and in the critical and scientific maturity. This dissertation argues that there is a relationship between predominating self-regulated learning strategies and self-determined learning strategies in accounting master\'s and doctorate students. The study can be justified in view of, apart from inaugurating a research line within the context of Human Accounting, their results highlight a unique understanding of the relationship of learning with regulation and personal motivation. Its main goal is to present a diagnosis, the dimensions and the correlations of self-regulated learning and self-determined learning strategies of graduate Accounting students in Brazil. Five hundred and sixteen respondents participated in the survey, comprising 383 master\'s and 133 doctoral students. Two psychometric instruments were applied: the Self-Regulated Learning Strategies (SRLS) and the Motivated Strategies for Learning Questionnaire (MSLQ). The operating model research outlined the formulation of eight hypotheses, being that the first of them supports the thesis, while the others investigate the influence in the levels of Self-Regulated Learning (SRL) and Self-Determination Theory (SDT) of age, gender, type of course, stage in the course, type of undergraduate institution (public or private), grade attributed by Capes to the course and parental formal education degrees. From the multivariate data analysis,the results support the thesis and that gender has influence in the SRL level. The metaconclusion of this thesis confirms the referenced studies, estating that learning can be dominated and controlled by individuals through the adoption of individual strategies of regulation and motivation. An important contribution of this study is to offer empirical conclusions that might help teachers, students themselves, researchers, educational institutions and graduate programs to understand more systematically the aspects of self-regulated learning and self-determined learning that characterize the Accounting graduate students. The major limitations of the present study can be seen as opportunities for future researches: the sample involves a particular audience, research can provide common methods bias and the low participation of professional master\'s degree students in the sample. Future studies can take further methodological strategies and/or involve more diversified samples or consider longitudinal approaches

Abstract in English and Afrikaans / The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were observed in a usability laboratory where eye tracking data could also be recorded. Insights emerged, from data analysis, showing different tactics when children and adults approached unfamiliar software and revealing aspects of interfaces they approached differently. The findings will help designers distinguish varying needs of users and improve learnability. An additional subprinciple of learnability, „engageability‟, is proposed. Factors that make products engaging for children are different from those engaging adults. / Die leerbaarheidsbeginsel hou verband met die verbetering van die bruikbaarheid van sagteware, werkverrigting en produktiwiteit. Dit was hoofsaaklik vir die volwasse gebruikersgroep geformuleer. Kinders verteenwoordig in belangrike gebruikersgroep, maar minder riglyne is vir hulle opvoedkundige en vermaaktoepassings beskikbaar. Hierdie studie vergelyk hierdie groepe en speek die volgende vraag aan: “Het leerbaarheid van sagtewarekoppelvlakke verskillende betekenisse vir kinders en volwassenes?” „n Literatuuroorsig oor leerbaarheid en leerprosesse is uitgevoer met in ag neming van die betekenis van leerbaarheid vir verskillende generasies. Gebruikers is waargeneem in „n bruikbaarheidslaboratorium terwyl hulle geleer het om sagetware te gebruik. Data in verband met oogbewegings op die skerm is ook opgeneem. Insigte wat uit die data-analise te voorskyn gekom het toon verskillende taktieke wanneer kinders en volwassenes met onbekende sagteware gekonfronteer word. Hulle benadering tot sekere aspekte van „n koppelvlak verskil. Die bevindinge sal ontwerpers help om te onderskei tussen wisselende gebruikersbehoeftes. „n Addisionele sub-beginsel van leerbaarheid, naamlik „engageability‟ word voorgestel. Faktore wat „n produk aantreklik maak vir kinders is verskillend van dit wat volwassenes aantrek. / Information Systems / M. Sc. (Information Systems)

Abstract   The aim of this study is to highlight some teacher’s experiences about their teaching strategies, methods and approaches to their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9. This study intends to answer three research questions which are: Which kind of approaches does the teachers have about their strategies as they proceed from in their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9?, Which kind of approaches do the teachers have about their methods as they proceed from in their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9?, What do the teaches declare about their approaches to mathematics teaching for primary pupils with learning diabilities in grades 7-9?   The basis for the study is qualitive research and consists of interviews with four teachers in two schools in the same muncipality in Sweden. All of which teach students with intellectual disabilities in mathematics. The study´s theory choice is one of a socio-cultural perspective about learning in mathematics. The research has a qualitative approach and the analysis and the result is based on four interwievs with four teachers from different schools in the Stockholm area. The result of the study shows that all the teachers that participated apply strategies and plan mathematics teaching (differentiate) for every individual students needs. The results also show that teachers who teach students with intellectual disabilities applies many different methods to meet their students differences and particular needs. All participants in the study agree that the mathematics that their students have learnt during secondary school can increase the possibilities for the students to participate in societies different decision making processes in daily life. The teachers also saw mathematics as an important part of the knowledge needed in everyday life. The conclusion of the research is that the four teachers that participated in the study and that teach mathematics to students with intellectual disabilities in years 7-9 have a similar way of working towards planning lessons and the different methods they use. They also have a similar approach towards teaching mathematics to students with intellectual disabilities. / Sammanfattning   Syftet med studien är att belysa några lärares uppfattningar om deras strategier, metoder och förhållningssätt gällande matematikundervisning för grundsärskoleelever i årskurserna 7-9. Studien har för avsikt att besvara tre forskningsfrågor: Vilka uppfattningar har lärarna om sina strategier som de utgår ifrån i sin matematikundervisning för grundsärskoleelever i årskurs 7-9? Vilka uppfattningar har lärarna om sina metoder som de utgår ifrån i sin matematikundervisning för grundsärskoleelever i årskurs 7-9? Vad uppger lärarna att de har för förhållningsätt till matematikundervisning för grundsärskoleelever i årskurs 7-9? En kvalitativ forskningsmetod ligger till grund för studien och utgörs av intervjuer med fyra lärare på två olika skolor inom samma kommun i Sverige. Samtliga lärare undervisar grundsärskoleelever i matematik. Studiens teorival är det sociokulturella perspektivet på lärandet i ämnet matematik för grundsärskolan i årskurs 7-9.   Studiens resultat visar att samtliga lärare som deltog i studien uppger att de lägger upp strategier och planerar matematikundervisningen efter varje elevs individuella behov och deras förutsättningar. Resultatet visar även att de lärare som ingår i studien som undervisar grundsärskoleelever i ämnet matematik uppger att de utgår från många olika metoder och modeller för att möta upp elevers olikheter och dess olika individuella behov. Alla deltagare som deltog i studien uppger att de var överens om att matematikkunskaperna eleverna fått med sig från grundsärskolan skulle kunna öka möjligheten för eleverna att delta i samhällets olika beslutsprocesser i det dagliga livet. Lärarna uppger att de även såg att matematikämnet som en del i att eleverna ska kunna tillämpa kunskaperna i vardagslivet.   Studiens slutsats är att de fyra lärare som deltog i studien och som undervisar i grundsärskolans matematik i årskurs 7-9 uppger att de har ett liknande arbetsätt gällande planeringar av undervisningen och dess olika metoder som de arbetar kring. De uppger även ett liknande förhållningssätt angående matematikundervisningen för elever med intellektuell funktionsnedsättning.

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

published_or_final_version / abstract / Education / Master / Master of Education