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This study was designed to determine if individuals in administrative support occupations are equipped with the necessary reading skills, including proofreading, verifying, and comprehending detail, needed to perform efficiently on the job. To address the problem of the study, the following specific research questions were answered: 1. What is the reading level of documents actually used by selected administrative support workers? 2. What level of proficiency do selected administrative support workers display in reading office documents? 3. Does reading proficiency differ for them by age, educational level, length of job experience, or by job level. Participants were 60 administrative support workers at Virginia Polytechnic Institute and State University. Participants completed tests to measure their performance on the three skills. Additionally, these individuals provided examples of reading they complete as part of their work. Findings from the study are as follows: 1. The average reading level for all documents submitted was 11.6. 2. The mean for all participants on the total test was 53.15 with a minimum score of 40 and a maximum score of 58 out of a total of sixty points. 3. No significant differences were found in the reading proficiency level of participants according to age, educational level, length of job experience, or job title. Based on the findings and conclusions in this study a number of implications for classroom instruction and further research are provided. / Master of Science

Thirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instruction with the summarization strategy, a control group received Instruction in question answering but no direct Instruction in summary writing. Results from a two-way analysis of variance conducted on comprehension performance indicated that a significant difference existed between the two treatment groups with regard to total comprehension scores. Differential performance was revealed for the selected text patterns. Performances on chronological and compare contrast passages were not significantly different between the treatment and control, while on the cause-effect passage, a significant difference was revealed In favor of the summarization group. For the naturally occurring text there was a significant interaction effect for treatment by time. Qualitative analysis revealed a difference in the quality of written summaries with regard to the number of main ideas, details produced, accuracy in reporting the content of the passage, and completeness of the writings favoring the treatment group. Finally, an attitude survey reflected positive opinions by the participants toward both conditions. / Ed. D.

Ed. D.

Reading is a complex cognitive process of decoding symbols to derive meaning. It is a means of language acquisition, of communication, of sharing information and ideas. It is a complex interaction between the text and the reader and shaped by the reader’s prior knowledge, experiences, attitude, and language of the community. This literacy skill is very important to be successful in academic work. However, it may challenge early grade learners from Grade 1 up to 4. For instance, Ethiopia has been witnessing an escalation in early grade reading difficulties in primary schools. However, mastering reading by the end of Grade 3 is very important. Therefore, the main purpose of this study was to investigate “The effect of Cognitive Foundation of Learning to Read (CFLR) on the reading skill of Grade 3 learners at 10 selected primary schools in Hawassa and Dilla towns in Ethiopia.” In order to address the research questions, the researcher employed a mixed-method approach, consisting of a quasi-experimental and qualitative research design. Quantitative data were collected by administering a reading achievement test. Questionnaires were also administered to determine the demographics of learners and teachers. Qualitative data were collected through classroom observations and semi-structured interviews. The quantitative data were analysed by One-way Analysis of Covariance (ANCOVA) and t-test. SPSS version-20 was used to analyse the data. Qualitative data were analysed by thematic analysis. Transcribed interviews and coded observation were classified according to similar themes; and grouped under sub-headings that had relation to the main research questions. Following this activity, interpretation of data was done. The findings of the study indicated that Grade 3 learners who attended reading instruction through CFLR in the experimental group show good performance than control groups. Based on the findings of the study, it was concluded that the CFLR is better than the Conventional Teaching Method (CTM). Finally, it was suggested that the results of the study are important to improve Grade 3 English reading instruction. It was also recommended that teachers should use a socially, culturally and linguistically responsive, inclusive instructional approach in teaching reading. / Psychology of Education / D. Ed. (Psychology of Education)

M.Ed. / The purpose of this study is primarily to evaluate the curriculum of the subject Communication English with specific reference to the component of reading and spelling. The rationale is to determine whether or not the reading and spelling skills of college students comply with the requirements of the private sector and, if found to be inadequate, appropriate recommendations would be made. The detrimental effect of reading and spelling problems on a person's entire being and self-actualization is attested by the literature. A needs analysis was done by means of questionnaires to establish how the course makes provision for various aspects of a communicative language curriculum. The questionnaires were completed by three groups, these being the N2 and N3 students, the lecturers of Communication English and various members of the private sector. For purposes of this study only the relevant questions concerning reading and spelling from the questionnaires were highlighted. The results of the reading and spelling tests showed that there is a significant discrepancy between the students' reading and spelling ages and their chronological ages, it would appear as if they are below the required norm by approximately four years. From the responses of the questionnaires it was apparent that a high premium was attached to competence in reading and spelling skills.

A Research Report submitted to the Faculty of Humanities, School of Human and Community Development, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education in Educational Psychology by Coursework and Research Report. Johannesburg, March 2017 / This research study investigated the relationship between first (L1) and second language (L2) learners’ academic performance and their scores on the Stanford Diagnostic Reading Test (SDRT) and the Raven’s Standard Progressive Matrices (RSPM). The inherently different nature of using a verbal assessment and a non-verbal assessment are important to consider in relation to overall academic performance, especially in light of the different language demands of a verbal versus a non-verbal assessment. South Africa has a diverse language landscape, which does pose practical problems for choosing a standard language of learning and teaching, which could create some language issues. The concept of intelligence is unpacked and discussed in relation to both academic performance and reading, which requires careful navigation due to its links to both these concepts. Psychological testing and assessment in South Africa has an encumbered history, which makes research in this area valuable, especially in relation to the unique language diversity in South Africa combined with the lack of South African assessments . Language, reading and intelligence are important to consider in light of the role they to play in relation to overall academic achievement. The results revealed that L1 learners performed better compared to L2 learners on both the SDRT and the RSPM. L1 learners also performed better academically compared to their peers. These results indicated some serious implications showing that L2 learners have not been able to bridge language and learning gaps, after at least five years of being taught in English. The results also revealed that the SDRT was a better predictor of academic performance for both L1 and L2 learners. This highlighted the importance of reading within the South African school system. The under researched area of the exact impact that reading has on overall academic performance showed that South Africa’s curriculum is reading heavy, which does emphasise the importance of reading to achieve academic success. / MT 2018

Leung Kwok-wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Includes bibliographical references. / Acknowledgments / Abstract / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- The Rationale of the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.5 / Chapter 1.4 --- Definition of Terms --- p.6 / Chapter Chapter 2 --- Review of Related Literature / Chapter 2.1 --- Conventional Skills Approaches in Reading / Chapter 2.1.1 --- Bottom-up Model --- p.9 / Chapter 2.1.2 --- Top-down Model --- p.11 / Chapter 2.2 --- The Schema´ؤtheoretic Model in Reading --- p.15 / Chapter 2.3 --- Cultural Knowledge in EFL/ESL Reading --- p.20 / Chapter 2.4 --- Language and Culture --- p.26 / Chapter 2.5 --- Developmental Studies in Reading --- p.31 / Chapter Chapter 3 --- The Hypotheses --- p.39 / Chapter Chapter 4 --- Design of the Study / Chapter 4.1 --- Design Characteristics --- p.41 / Chapter 4.2 --- Instrumentation --- p.43 / Chapter 4.3 --- The Pilot Study / Chapter 4.3.1 --- Subjects --- p.46 / Chapter 4.3.2 --- Results --- p.47 / Chapter 4.3.3 --- Amendments --- p.49 / Chapter 4.4 --- The Main Study / Chapter 4.4.1 --- Subjects --- p.52 / Chapter 4.4.2 --- Procedure --- p.53 / Chapter 4.4.3 --- Data Analysis --- p.54 / Chapter 4.5 --- Delimitations of the Study --- p.55 / Chapter Chapter 5 --- Results / Chapter 5.1 --- Descriptive Data --- p.57 / Chapter 5.2 --- Overall Performances in Different Cultures --- p.59 / Chapter 5.3 --- Comparison of Different Group Performances --- p.64 / Chapter Chapter 6 --- Discussion and Implications / Chapter 6.1 --- Introduction --- p.69 / Chapter 6.2 --- Discussion --- p.70 / Chapter 6.3 --- Pedagogical Implications --- p.76 / Chapter 6.4 --- Suggestions for Further Research --- p.85 / References --- p.87 / Appendices / Chapter 1.A. --- Reading Test (English version) for the Pilot Study --- p.102 / Chapter B. --- Reading Test (Chinese version) for the Pilot Study --- p.115 / Chapter 2. --- Test Administration Procedure --- p.128 / Chapter 3. --- Record Form --- p.129 / Chapter 4.A. --- Reading Test (English version) for the Main Study --- p.130 / Chapter B. --- Reading Test (Chinese version) for the Main Study --- p.143 / Chapter 5. --- Reliability of Test Items --- p.155 / Chapter 6. --- Validity of Test Items in Different Forms --- p.156 / Chapter 7. --- Correct Responses of the Reading Test --- p.157

Thesis (M.A. (English)) -- University of Limpopo, 2015 / This study seeks to determine the support of reading–literacy provided by homes of grade six learners in some Limpopo primary schools, which assists them in learning to read, and particularly to read with understanding. This study adopted a qualitative approach. The case study design was used. Twelve learners and twelve parents of the chosen learners served as participants to this study. Three data collection instruments were used. As the researcher wanted to first determine good and poor readers a comprehension test was designed by the researcher in order to select the learners. After learners had written the test an interview guide was given to the learners to establish different kinds of reading related activities which learners engage in with their parents. Lastly a check list was issued to learners and parents to assess parental involvement in learners’ reading literacy development. Findings of the current study are that some learners do not receive the parental support they need in order to develop reading literacy. As a result, many learners fail in school because they are illiterate. It is suggested that in order for learners to improve in their reading literacy parental support must be encouraged in South African schools. School programmes must be designed in a way that it inculcates parental support. And most importantly parents need to be made aware of the crucial role they play in their children’s reading literacy development. Key words: Reading literacy, multiple literacy, parental support and home literacy.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 107-124). / Also available by subscription via World Wide Web / x, 124 leaves, bound 29 cm