The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as primary instrument); 2) Reading, Writing, and Non-Verbal Behaviors as recorded on field notes by the participant-observer. (Inquiries were informal in nature, except for simplistic reading questionnaires); and 3) The Corporation made available archival records inclusive of a. NWEA (Northwest Evaluation Test Scores); and b. Corporation Pilot Study data from a reading study conducted the previous year. Students were observed a minimum of two times per week during the time-span allowed for this exploration.Use of the Constant/Comparative Method (Merriam, 1998; Yin, 2002) yielded the following thematic areas: 1) Self- efficacy; 2) Perceptions toward others and self; 3) Internal changes, such as attitudinal metamorphosis toward education; 4) Importance of family approval, 5) Personal responsibility and "trying;" 6) Mutual Respect; 7) Non-verbal and verbal communication; 8) Physical or emotional reactions; 9) Teacher Characteristics; and 10) Academic achievement (as connected to all other categories).Data were interpreted to discover impact of Relationship-driven Teaching on said students and effectiveness in light of instruments as well as lived experience in the home. It was found that three, of four participants, significantly enhanced achievement and personal affective responses to Relationship-driven Teaching Style. Small gains were made by the fourth student, attributed to lived experience. Relationship-driven Teaching Style was thought to be effective. / Department of Elementary Education

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 24, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Jeffrey P. Bakken, William C. Woodson, Charles B. Harris. Includes bibliographical references (leaves 214-240) and abstract. Also available in print.

The problem of this study was to examine the effect of reading preference on reading comprehension of low socioeconomic high school students. Subjects were 61 participants in the Upward Bound program at a major southwestern university; they represented urban high schools with high proportions of students of low socioeconomic status. Subjects completed cloze procedure reading passages in four categories: high preference independent level, high preference frustration level, non-expressed preference independent level, and non-expressed preference frustration level. From the results gathered, it was recommended (1) that reading ability assessments include measuring performance with high preference materials, (2) that instructional personnel ascertain and utilize student preferences as foundations for reading instruction, (3) that reading material not be withheld from students on the basis of difficulty, (4) that high preference reading materials be used in reading instruction by secondary reading and content area teachers, and (5) that school patrons be made aware of the value of free preference reading in reading skill development.

M.Ed. / The language policy of South Africa recognises 11 official languages, all of which have been given equal status, but many of these languages are hardly being promoted in schools and public life. It is clear that the status of Afrikaans, for one, is gradually dwindling. The reading of literature is an important factor in sustaining and promoting the vitality of a language. The aim of this study is to find out what the reading preference of Black adolescents in the rural area of Majemantsho in Mafikeng in the North West Province is. For this aim to be achieved, an interpretative design was applied and the qualitative data collection method used, which includes interviews. The major finding of this investigation is that these teenagers like to read literature, but with the proviso that the texts have to do with what is currently happening in their lives and can help them to solve their life problems. They also prefer to read about characters that are role models, for example, heroes, celebrities, public figures and characters of their own age group. The main implications of these findings are: There is a need for teenagers to be given a chance to choose literary texts. There is a need for some form of communication between the Department of Education, writers, publishers, educators, librarians, teenagers, and all other stakeholders involved in the choice of adolescent literary texts. Teachers of literature should also improve their methods of teaching literature. Afrikaans literature lessons like those in other languages should be kept stimulating and relevant to their target group

This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.

The reading of literature is rarely practiced in our high schools today yet many studies have shown that voracious, free, voluntary reading improves students' grammar, spelling, vocabulary, and composition. The demands of our present day economy require higher literacy rates of our citizens if businesses are to compete successfully in the international marketplace. However, the majority of high school students do not or cannot make time to read for pleasure. The purpose of this study is to ascertain if English 9 students and transitional English students would welcome a reading program as part of their course work. I selected School District # 43 (Coquitlam's) A Literature Based Individualized Reading Program because it has been used successfully in the district's elementary and middle schools and because it allows teacher-librarians to actively promote the reading of literature, beyond their more traditional role of book displays and booktalks. A questionnaire was administered by the teacher-librarian/researcher to three classes at the end of the six week program asking students to give their opinions on those aspects they liked and disliked about the program. Two teachers who also took part give their opinions as well. Major findings indicate that a reading program is acceptable to most students i f some alterations are made to the design of the unit. English 9 students educated in Canadian classrooms prefer more choice in reading materials and fewer written assignments that interfere with their readings. Entry level English as a Second Language, or transitional English students, need more support than our modified program gave them. The more advanced transitional English (TRAN) students handled the demands of the program quite well. A reading unit at the secondary level, then, must be simplified and tailored to the needs of specific groups before it is accepted by a majority of teachers and their students. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

No description available.

This paper will examine what research has revealed about reading and learning in the areas of word recognition, scaffolding to develop understanding, metacognition and application of new knowledge in real world situations. The study then will go on to link what is known about learning to strategies that have already been developed by secondary teachers to increase critical reading skills.

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics