This qualitative study investigated the teaching of reading in Grade 3 multilingual classes in one school in the Western Cape. It focused on the teaching strategies employed by teachers in teaching reading, the challenges teachers encountered in teaching reading to multilingual classrooms and the resources available to enhance reading in these classes. Data were collected by means of classroom observations and interviews with teachers. The findings of the study show that teachers experience problems with regard to the teaching of reading in Grade 3 classes. Firstly, learners have no competence in English which is the main language of learning and teaching and this has a negative impact on their reading abilities. Secondly, while code switching is one of the popular strategies in facilitating teaching and learning, it may be problematic in multilingual classrooms in that it may exclude other learners from the content explained in a different language. Thirdly, print rich environments enhance learners’ reading skills, but many underprivileged schools lack multilingual materials. The study concludes that teacher development is essential for the development of literacy in schools.

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<p> This study examined one mother's beliefs about reading, including the roles she assumed in the reading development of her three school-aged children, all of whom had diagnosed learning disabilities. The study focused on Lyn, a lower-middle class, suburban, Caucasian woman. Data collected from Lyn's children and five of Lyn's children's teachers broadened the perspective of Lyn's reading beliefs. </p><p> My role as portraitist in the study allowed me to develop intimate relationships with each of the study actors as I searched for meaning in data I collected over a period of 11 months from Lyn, each of Lyn's children, and five of Lyn's children's teachers. Data collection methods included in-depth interviews and ethnographic observations in multiple ecological environments. Collected artifacts, field notes, and conceptual memos further clarified the meaning of interview and observation data. </p><p> Analysis of data revealed that Lyn's beliefs were shaped by her early reading experiences in school. The reading beliefs Lyn developed as a child persisted into her adulthood and exerted substantial influence on the roles she assumed in her children's reading development. The completed portrait reveals tensions within and among the portrait actors' reading beliefs and reading behaviors. </p><p> Findings from the study demonstrate that a parent's beliefs may be the key that unlocks the door to a more comprehensive understanding of how her children develop as readers in multiple ecological environments.</p>

More and more news organizations are publishing on-line news via the World Wide Web. The objective of this study was to examine the effect of hypermedia and graphics in online news upon immediate recall and longer-term retention.Ninety-eight subjects read one of four versions of a news story presented through a World Wide Web browser. The four versions tested the story with and without the use of graphics and with and without the use of hypermedia in a 2x2 design. Subjects were tested with a 15-question fill-inthe-blank quiz immediately and after one week.Analysis of variance found no significant effectsthe use of graphics or hypermedia or the interaction of the two upon immediate recall. However, a significant effect for the use of graphics was found for retention after one week. / Department of Journalism

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 284-301). / Also available by subscription via World Wide Web / xxiv, 301 leaves, bound ill. 29 cm

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Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2512. Includes bibliographical references (leaves 159-174).

Thesis (Ph. D.)--Catholic University of America, 1929. / Published also as Catholic university of America, Educational research bulletins, vol. IV, no. 1. Bibliography: p. 48.

Thesis (M.Ed.)--Bowling Green State University, 2008. / Document formatted into pages; contains viii, 98 p. Includes bibliographical references.

Thesis (Ph. D.)--Catholic University of America, 1929. / Published also as Catholic university of America, Educational research bulletins, vol. IV, no. 1. Bibliography: p. 48.