Thesis (Ed.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The main purpose of this study was to determine challenges that are faced by Grade 8 learners when reading short stories with understanding using EFAL. The study made use of a research approach which is qualitative in nature to explore the reading challenges. It also used an interpretive paradigm. Schema Reading Theory was employed as the guide to which the study followed. This theory advocates that learners read a text having prior knowledge, which assists them to interpret it better. This chosen theory is relevant to the study as the study seeks to understand why learners cannot read. Therefore the theory assisted in determining whether learners have the necessary prior knowledge of the text they read in the classroom. The main findings of the study has indicated that learners have challenges to reading. There are recommendations addressed to learners, parents, teachers and department of education. In conclusion, teachers assured to initiate reading programmes such as focused, independent and guided reading, with the hope to curb challenges towards reading.

Thesis (M. Ed. (Language Education)) -- University of Limpopo, 2022 / The purpose of this study was to investigate reading challenges experienced by Intermediate Phase learners at Mamothibi Lower Primary school and Molemole Lower primary school at Sekgosese West Circuit, Limpopo province. The study used qualitative research method investigate reading challenges experienced by Intermediate Phase learners. The population consisted of 42 Intermediate Phase learners and four English First Additional Language teachers. Non-probability and probability sampling procedures were used to generate the sample as well as purposive and convenient sampling due to the qualities respondents possess. Data was collected through semi-structured interviews and class observation. Data was analysed thematically. The findings of the study indicate that there are various factors that cause poor reading among learners such as poor command of vocabulary because learners do not practice extensive reading; no interest to learn creativity in reading but the goal to pass examination; lack of confidence to practice how to read in class; poor motivation and interest from teachers and parents to help develop the interest in learners; learners lack knowledge of reading strategies and teachers‘ inadequate knowledge on using reading strategies to teach reading skill. The study recommends that the Department of Basic Education should arrange on-going training on reading strategies for teachers and subject Advisors should continuously give teachers support on reading strategies.

Thesis (Ph.D. (Education)) -- University of Limpopo, 2022 / This study explored the reading strategies employed by Grade 12 learners in Modjadji Circuit, Limpopo Province: Towards developing an intervention reading strategies in English First Additional Language. The research was undertaken in one public secondary school. The researcher focused on Grade 12 learners of the mentioned circuit. The study followed the qualitative approach, and a case study research design was selected. Interviews were conducted with 12 learners and three teachers who were purposively selected from one public school. Document analysis and observations were also used to collect data. The findings of the study showed that learners and educators employ reading strategies during the reading of English text. Learners employ the reading strategies to enhance their reading ability and to improve their reading skills. The following different reading strategies were found to be used, namely, activating background knowledge, main ideas, summarising, visualising, predicting, inferencing, questioning, monitoring-clarifying extensive strategy, intensive strategy, pre-reading, during- reading, post-reading, and peer-assisted strategy. It was also found that most learners experience problem of decoding English words correctly and that teachers always assist them to decode them well during reading. It was found that documents such as subject policy, school policy and school-time-table do not provide guidance on how to teach reading. The documents do not also guide teachers on how to implement reading strategies. The study recommends that the school time-table should consider including reading periods on the time table. All the mentioned policies above should provide guidance on how to implement reading strategies. The Department Of Education should encourage all schools to participate in a “Drop All and Read” competition. The study recommend that teachers employ different reading strategies to teach reading. Learners must also employ various reading strategies to improve their reading skills and to enhance their reading ability.