Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego, 1997. / Vita. Includes bibliographical references (leaves 246-260).

Thesis (Ph. D.)--University of California, Santa Cruz, 2002. / Typescript. Includes bibliographical references (leaves 238-251).

Thesis (Ph. D.)--University of California, Santa Cruz, 1995. / Typescript. Includes bibliographical references (leaves 238-257).

Thesis (Ph. D)--New York University, 1989. / Description based on print version record. Includes bibliographical references (p. 393-401).

Thesis (Ph. D.)--University of Wisconsin, 1967. / Typescript. Text in Spanish and Portugese. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Dept. of Latin American Languages and Literatures, June 2001. / Includes bibliographical references. Also available on the Internet.

No description available.

M.Ed. / The main objective of the study was to determine the reading preferences of English Second Language children. The study looked into the arguments of the two groups of critics who, on the one hand, stressed the importance of the cultural schema and on the other hand stated that children should be allowed to explore avenues other then their own environment. Children from two different social environments were observed and interviewed with the hope of gaining more insight into the reading habits and preferences ofblack children. The aspects that were strongly considered were the multicultural society that the children in South Africa are a part of and the influence that this multiculturalism has on the reading of the children. Also looked at was whether the exposure to other cultures and the fact that the children go to integrated schools and stay in multicultural communities has any impact far as reading patterns are concerned. The preferences of children who live and school in the black area was also looked at and a comparison was made between the two groups of children. The children were interviewed and the results showed that how they articulate reading preferences and how they are not limited by their own cultural background as far as accessing material of other cultures is concerned. The results also showed that young readers are not inhibited by their social background in what they like reading and regarding what their needs are. In conclusion, the suggestion is that listening to the young readers talk and observing them, would make the people who are concerned with the education of the child, namely parents, teachers and librarians, as well as researchers more aware of how to guide the children appropriately through their reading and not prescribe material that the children do not identify with, notwithstanding their cultural background.