Thesis--University of Michigan. / "Reprinted from the March 1948 issue of the Journal of educational research."

M.Ed. (Language Teaching) / The value and importance of reading as a skill is increasing. The demand for literacy is becoming more and more important in this technological age with the many job opportunities it has created. The value of reading lies in the positive influence it has on our daily lives and tasks, social adjustments as well as on our academic and personal development. As the child progresses from primary to secondary to tertiary level, the demands of readings skills, increase in volume and complexity. The responsibility of the secondary school teacher not only consists of the teaching of the reading skills but also of motivating people to read. In this study attention was given to the teaching of reading skills, namely speed and comprehension. It was endeavored to improve motivation for reading by stimulating individual interests; the correlation between speed and motivation, comprehension and motivation were determined as well as the correlation of reading frequency of child and family. During the basic planning of the study attention was given to the following aspects: (a) Reading is defined as a process or skills that consists of different components that can be taught. Attention was given to: 1. Speed. The eye and mind can be trained to read bigger segments with one fixation. 2. Comprehension is the essence of reading. Rapid reading without comprehension is worthless. Comprehension is divided in three dimensions I.e. literal comprehension, interpretation and critical comprehension. (b) Motivation for reading evokes human action; it is directed at a specific aim. Attention is given to intrinsic and extrinsic motivation.

M.Ed. / The overall concern of this investigation lies in the need to improve secondary school reading performance. This concern is of great importance given the centrality of reading to the English First Language course and to the whole of the secondary school academic curriculum. Poor reading ability is an obstacle to later academic success and, for this reason, it is crucial that each pupil's reading ability and experience is developed as early as possible in the secondary school years. This investigation is based on the premise that the importance of the Standard 6 and 7 reading programme, in particular the significance of teaching reading comprehension has been underestimated and needs to be given greater attention within the English Language programme at Secondary School. The central focus of this investigation is to address the issues of reading attainment and monitoring. More specifically, my first concern is to clarify the nature of reading attainment and the factor-s involved in promoting it at Standard 6 and 7 levels. My concern for monitoring and reading attainment centres on the fact that, without adequate monitoring of individual readers and reading programmes , one is unable to assess to what extent readers are progr-eaamg, Hence the direction of this research will be to: outline a model of reading which will clarify classroom practice, reading attainment, growth and assessment. outline the comprehension demands which fluent readers at secondary school level can be expected to cope with. indicate general principles arising out of research which can be used for developing reading at secondary school level. investigate ways of monitoring and to investigate those factors which affect individual reading attainment and overall programme effectiveness.

In the past decade, a growing interest in high school reading and reading instruction has developed in North America. In the United States, this interest has been reflected in increased publication of literature on reading, in research, and in the recognition among teachers of the need for high school reading programs. There is a growing acceptance of the basic principle that all teachers should teach, reading to students at all levels of ability. However, high school reading programs still occur infrequently, and most teachers lack the training and knowledge to teach reading skills. The lack of Canadian literature on high school reading reduces the possibilities of assessing Canadian reading programs. In Ontario, literature and research are almost non-existent, and little information is available on the status of high school reading. The purpose of this study was to survey the attitudes of Ontario secondary school teachers towards teaching reading in Ontario high schools. The survey sought information on whether or not teachers felt that their students needed reading instruction, and tested teachers' knowledge of methods, responsibilities, and theories of high school reading instruction. Information was also sought on the influence upon attitudes of such variables as sex of teachers, length of teaching experience, experience teaching in elementary-schools, subjects taught, and teaching locale. A questionnaire was designed, tested in a pilot study, and refined. Questionnaire items, derived from current literature on reading instruction, were accompanied by Likert-type attitude scales. Questionnaires were mailed to 2,500 randomly selected subjects in Ontario. The return of l,66l questionnaires provided a 5 per cent sample of Ontario secondary school teachers. Treatment of data included the use of factor analyses, regression equations, univariate analyses of variance of means, t-tests for significant differences of means, and univariate frequency distributions. More than 80 per cent of respondents to the questionnaire agreed that their students needed reading instruction. Approximately half of the respondents said their schools offered some form of reading instruction. However, less than one-eighth of the respondents had received training in teaching reading. A hypothesis that Ontario high school teachers are aware of the methods, theories, and responsibility of reading instruction was rejected in nine of fifteen tests. Most respondents appeared to be familiar with, general theories of reading instruction. However, few recognized their responsibility for teaching reading, and few appeared to know how to teach reading skills. There appeared to be no real differences in attitudes between male and female teachers. Mo apparent difference of attitude was found between teachers with prior elementary teaching experience, and those with secondary school experience .Differences of teaching locale, subjects taught, or length of teaching experience did not appear to be influences on general attitudes towards reading. However, some differences were noted where specific topics were discussed. There appeared to be a need for reading programs in Ontario high schools, but there was uncertainty about how this need was being met. An assessment of the status of reading in Ontario high schools seemed warranted. There appeared also to be an immediate need for programs by which to prepare teachers for the teaching of reading skills. / Education, Faculty of / Graduate

This study is a descriptive survey of secondary reading programs in British Columbia. A review of the literature indicated that secondary reading programs were largely remedial or developmental in nature, with teachers of such programs having little training in reading education. All 331 secondary schools in the province of British Columbia were surveyed using a modified version of Hill's (1975) questionnaires, Responses were sought from the school administrators. A stamped, addressed return envelope was included with the questionnaire. An initial and follow-up mailing yielded a return of 88.8%. Results wers analysed through the University of British Columbia's computer facilities using the standard Laboratory Of Educational Research Test Analysis Package and the Multivariate Contingency Tabulations computer programs. The results for the population used in this study are in general agreement with the finding noted in the review of the literature. The majority of secondary reading programs in the province are remedial and/or developmental in nature. Many administrators- are dissatisfied with the existing reading programs in their schools. Most teachers of secondary reading were found to have little training in reading instruction. A comparison of available secondary reading programs, teacher training, administrators' attitudes toward reading programs, and availability of special, in-school reading facilities is made between junior and senior secondary schools. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Thesis (Ed.D.)--Baylor University, 2008. / Includes bibliographical reference (p. 134-141).

published_or_final_version / Education / Master / Master of Education

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 134-138). Also available in print.

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 78-81).

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 78-81). Also available in print.