Thesis (M. Sc.)--University of Hong Kong, 2005. / Also available in print.

Thesis (M.Ed.) -- Memorial University of Newfoundland. 1973. / Typescript. Bibliography : leaves 86-91. Also available online.

Thesis (M.A.)--University of Hong Kong, 2003. / Includes bibliographical references (leaves 60-62). Also available in electronic format. Also available in print.

Thesis (Ph.D.(Learning Support, Guidance and Counselling)--University of Pretoria, 2004. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.

"If schooling is to contribute more largely in the future than in the past to intelligent self-direction and social progress, it is imperative that children and young people acquire greater independence and efficiency in reading. It is the responsibility of the elementary school to lay the foundation of reading and of the junior and senior high schools to build upon that foundation, consistently, harmoniously, and substantially. Until the time comes that schools will be much different from what they are today, the English class must assume the chief responsibility for that training although instruction in reading should be regarded as a part of the work in such subject-matter fields as geography, history, science, and literature"--Introduction. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mode L. Stone, Professor, Directing Paper. / Includes bibliographical references (leaves 69-70).

A dissertation submitted to the Faculty of Arts Unitrers:Ltyof the witwatersrand, Johannesburg for the degree ~f Master of Arts. Johannesburg, 1992. / This investigat:i.ondemonstrates that school-leavers" experience the greatest amount pf difficulty in answering comprehension questions that demand inferencing related to stylistic effects in written passages. It also demonstrates that the texts use,d in Transvaal Education Department written comprehension examinations and the questions<asked on the texts ar,enot syntactica.lly difficUlt to.process. A brief introduction to comprehension testing in the Republ)~c of •South Africa is followed bY an explanation as to how 2077 scripts from the Transvaal province were seleqted and treated" to establish which questions ma't:riculatioU candid~tes found most, difficult and which the easiest. \\t'he items most ca.ndidates<,failed, and those for which most scored 70% er'more, were then categorised accol:'d.in,•tg•o two , different taxonomies"" to,reveal that the c(}f.ficultquestioIj~ reguire inferencing procedures that easy questions do not. ,/, ,;;:-~ . , ... . .... , _ _ _ ,f,~", ' __ ' ' , , ." ", ,,' ,',", " __ ~~;;;o<'; T,O,conf-rm that comprehensJ.on'·dJ.ffl.cultyfor school"'leavers stems ~rom what they are asked to infer, and not from the inhere\~t syntactic complexity of the t~,ts or questions the:mse:l)ves,the syntax of both,the difficult and easy items is scrutinized. The inferencing tasks demanded of candida~es in the six ~ost difficult questions are desc:.;:ih~d in detai~l."and,sonte,of the findings of this investigation are related·to ongoing research in Britain. The study questions. whe~;:::(er c(;)mp::.~ehertsa1b0inlity is best tested by the kinds of g:jlestir\lclRit'nldSic1atesfound :most difficult and suggests ways teachers may use to prepare candidates for a comprehem~ion examination of this kind.

馮祿德. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Reprint of manuscript. / Feng Lude. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 導 言 --- p.1 / 問題說明 --- p.1 / 有關文獻 --- p.6 / 研究問題 --- p.45 / 假設 --- p.47 / 定義 --- p.50 / Chapter 第二章 --- 研究方法 --- p.57 / 研究設計 --- p.57 / 研究對象 --- p.63 / 研究工具 --- p.64 / 考試程序 --- p.68 / 還卷程序 --- p.70 / 資料蒐集 --- p.78 / 資料分析 --- p.84 / Chapter 第三章 --- 結果與討論 --- p.87 / 兩類考生閱讀理解測驗成績與作文測驗成績的相關研究 --- p.87 / 考查兩類考生閱讀理解能力與寫作表達能力的各項中文測驗結構效度研究 --- p.105 / 兩類考生研究結果的比較 --- p.140 / 閱讀理解能力與寫作表達能力關係的探討 --- p.143 / Chapter 第四章 --- 摘要、結論及建議 --- p.151 / 摘要與結論 --- p.151 / 建議 --- p.166 / 參考文獻 --- p.174 / 附錄 / Chapter 一 --- 香港中學會考和香港高等程度會多考的發展簡史 --- p.178 / Chapter 二 --- 多項選擇題與問答題的比較 --- p.182 / Chapter 三 --- 一九七九年香港中學會考中國語文試卷一試題 --- p.185 / Chapter 四 --- 一九七九年香港中學會考中國語文試卷二試題 --- p.186 / Chapter 五 --- 一九七九年香港中學會考中國語文試卷三部分試題 --- p.197 / Chapter 六 --- 一九七九年香港高等程度會考中文試卷一 --- p.199