Thesis (Ph.D.(Curriculum Studies))--University of Pretoria, 2004. / Includes bibliographical references (leaves 207-226) Available on the Internet via the World Wide Web.

Thesis (Ph.D.)--University of Iowa, 2006. / Supervisor: Carolyn Colvin. Includes separate files for thesis supplements. Includes bibliographical references (leaves 219-228).

Thesis (Ed. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 23, 2006. Dissertation Committee: George Padavil (chair), Paul J. Baker, R. Kay Moss, Richard Wiggall. Includes bibliographical references (leaves 120-124) and abstract. Also available in print.

Changing perceptions of literacy over the past few decades have produced new approaches to the problem of how best to improve the literacy competence of primary school learners. Literacy remains a continuous problem in South Africa, as learners lack motivation to read or are struggling to read, write, and learn in a language that is unfamiliar to them. Researchers such as Street (2005) believe that literacy should not be viewed only as a set of skills to be mastered, but rather as something which must be understood in its broader social context. In accordance with this theory, the South African organisation PRAESA uses their Nal'ibali campaign to promote 'reading for enjoyment' and the formation of 'reading clubs' in order to improve learners' motivation to read and thus their literacy competence by increasing their exposure to pleasurable reading experiences. In this study it is argued that reading for enjoyment is beneficial to primary school learners' literacy competence as well as their personal and social development. In this study, Grade 5, 6, and 7 learners belonging to the reading club at a primary school in Port Elizabeth were observed over a six-month period. Data was collected through ethnographic observation of the reading club sessions and compiled into a detailed expository and sequential report. This narrative was then analysed in order to determine to what extent the learners had benefited in terms of their development from their participation in the reading club's activities. The analysis of the narrative demonstrated that learners' literacy competence, as well as personal and social skills such as self-confidence and tolerance, had been enhanced by the learners' voluntary participation in enjoyment-centred experiences with literacy. The findings of this study demonstrate that, in under-resourced schools and communities lacking a strong reading culture, an extra-curricular 'reading club' with a focus on reading for enjoyment was able to improve learners' literacy skills and provide opportunities for holistic growth by increasing learners' motivation to read.

"The purpose of this paper is to present a description of achievement in reading of the pupils, who have had five years in the Avon Park Elementary School as compared to pupils, who have had two or less years in this school. By analysis and comparison, the writer hopes to ascertain some of the strengths and some of the weaknesses of the reading program of the Avon Park Elementary School"--Introduction. / "August, 1956." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: S. T. Lastinger, Professor Directing Paper. / Includes bibliographical references (leaves 27-28).

"It is the writer's purpose to examine carefully the characteristics of the nine- to twelve-year-old child in order to select what seems to be the psychological and social factors which make necessary an extensive reading program"--Introduction. / "August, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Blanche Trezevant, Professor Directing Paper. / Includes bibliographical references (leaves 41-42).

Thesis (D. Ed.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-189). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ph.D.)--Mississippi State University. Department of Educational Leadership. / Title from title screen. Includes bibliographical references.

This research aimed to understand the coaching experiences in the Gauteng Primary Literacy and Mathematics Strategy of 4 Foundation Phase teachers in 1 state school in Gauteng. It is a qualitative case study in an educational setting. The participants included 3 teachers, the Head of Department of the Foundation Phase, the coach and the coach’s supervisor. Interviews and observations of teachers’ lessons and of feedback sessions were the primary research instruments. The data was analysed using a model proposed by Ehrich, Hansford & Tennent (2001). The research found that the personal attributes and performance of the coach are important features in a successful coaching relationship. It also found that coaching appears to be making a positive contribution to these teachers’ understanding and interpretation of curriculum documents, as well as adding to their content knowledge and methodology. The study suggests that a focus on enhancing teachers’ reflective capacity, especially in relation to their pedagogy, may be a beneficial addition to current coaching practice.

No description available.