This thesis is focused on learning texts reading comprehension of pupils in primary schools for hearing impairment pupils in comparison with primary schools pupils of mainstream education, in connection with the textbooks. The whole issue is put into the theoretical framework of reading literacy and teaching texts information. Specifically, there is a reading literacy in the concept of international studies, and also a brief overview of the findings drawn from the textbooks, their functions, research, evaluation and comparison. The comparison of the concept of primary school textbooks for the hearing impaired with textbooks for mainstream schools through standardized assessment tools is included too. In this thesis, there is a research of learning texts comprehension for pupils from 3rd to 9th (or 10th) years of primary schools for the hearing impaired and analogous grades of primary school pupils of mainstream education. The research design is based on Progress in International Reading Literacy Study (PIRLS), one part of this research is translated into Czech sign language.

In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M.A. (TESOL)

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Reading is an important skill for the 21st century and are one of the cornerstones of learning. Research shows an escalating concern about the reading ability of South African learners. In an attempt to improve the literacy levels of learners, the Northern Cape Department of Education, issued a circular to schools instructing them to implement a daily reading period of 30 minutes. It is required of schools to indicate the reading period on the timetable and reading must be formally instructed. The purpose of the study was to determine the perspectives of teachers regarding the use of the reading period and school libraries. It is hypothesized that teachers do not provide enough exposure to learners regarding reading. Secondly It is hypothesized that teachers do not a create a reading culture or foster a positive attitude towards reading, because they ignore the reading period and do not use the library as a resource. A mixed method approach was followed, where both quantitative and qualitative research designs was used. The study consisted of a literature review and an empirical study. The empirical study was conducted at two high schools in the Namaqua District. The data was collected by means of a questionnaire which was completed by 16 Grade 8 and 9 teachers. Focus group interviews were also conducted with the participating teachers. An analysis of the empirical data showed the following : - According to the results the majority of the teachers are aware of the reading period. - The teachers indicated that the reading period is not implemented at both of the schools. - The teachers did not receive any guidance or support from the Northern Cape Education Department to assist learners with reading problems. - The data showed that both schools do have a school library. - From the responses of the teachers it seems that the library resources are old and insufficient. - The data indicated that the teachers do not use the school library as a resource to promote teaching and learning. - The learners are not exposed to the library to assist them with curriculum assignments. The research confirmed the research hypothesis that the reading period is not implemented and that the school library is not used by the teachers to promote the literacy levels and academic performance of the learners. / AFRIKAANSE OPSOMMING: Lees is ʼn noodsaaklike vaardigheid in die 21ste eeu en is een van die boustene van leer. Navorsing in Suid-Afrika dui daarop dat leesprobleme in Suid-Afrika besig is om ernstige afmetings aan te neem. Om die leesvermoëns en geletterheidvlakke van leerders te verhoog, het die Noord-Kaapse Onderwysdepartement (NKOD) ʼn omsendskrywe uitgestuur, waarin skole verplig word om daagliks ʼn leesperiode van 30 minute in te stel. Hierdie leesperiode moet op die skool se rooster aangedui word. Binne die leesperiode moet lees op ʼn gestruktureerde manier aangebied word. Die breë navorsingsdoelstelling van die studie is om ondersoek in te stel na die perspektiewe van opvoeders rakende die gebruik van die leesperiode en die skoolbiblioteek. As navorsingshipotese is eerstens gestel dat opvoeders nie aan die leerders genoeg blootstelling rakende lees gee nie. Tweedens is gestel dat opvoeders nie ʼn kultuur van lees skep nie of ʼn positiewe houding teenoor lees by die leerders kweek nie, want hulle verontagsaam die leesperiode en ignoreer die biblioteek as hulpbron. In hierdie studie is daar gebruik gemaak van ʼn gemengde navorsingsontwerp, waarvolgens beide kwantitatiewe en kwalitatiewe navorsingsmetodes gekombineer word om die navorsingsprobleem beter te verstaan. Die studie het bestaan uit ’n literatuurstudie en ’n empiriese ondersoek. Die empiriese ondersoek is by twee geselekteerde hoërskole in die Namakwa-distrik gedoen. Die data is versamel deur ‘n vraelys wat voltooi is deur 16 graad 8- en 9- opvoeders van die geselekteerde skole. Fokusgroeponderhoude is ook met die deelnemers gevoer. ʼn Ontleding van die empiriese data het getoon dat: - die meerderheid van die opvoeders kennis dra van die leesperiode. - die leesperiode by nie een van die twee skole geïmplementeer word nie. - die opvoeders geen leiding en ondersteuning vanaf die Noord-Kaapse Onderwysdepartement ontvang het rakende hulpverlening aan leerders met leesprobleme nie. - beide skole beskik oor ’n skoolbiblioteek. - die skoolbiblioteek se bronne onvoldoende is en meestal verouderd is. - die opvoeders nie die skoolbiblioteek gebruik om onderrig en leer te bevorder nie. - die leerders ook geen blootstelling kry aan die skoolbiblioteek om take binne die kurrikulum te doen nie. Die navorsing bevestig die navorsingshipotese dat die leesperiode nie geïmplementeer word nie en dat die opvoeders nie die skoolbiblioteek as ʼn bron gebruik om die geletterdheid en akademiese vordering van leerders te bevorder nie.

The present study was conducted in order to determine if a relationship exists between those comprehension processes measured by the Paragraph Comprehension subtest of the McGraw-Hill Basic Skills System Reading Test and the cloze test developed for this project. Two classes of undergraduate education majors enrolled in “Foundations of Performance-Based Education” were administered both the cloze test and the multiple choice comprehension test. A correlation coefficient was computed between the summary scores on the McGraw-Hill and the summary scores on the cloze test. The results yielded a correlation of .021. These results did not support the research hypothesis.

In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M. A. (TESOL)

本研究之目的在於探討家庭閱讀環境、教室閱讀環境與幼兒閱讀成效之關係，以及不同家庭社經地位之幼兒其幼兒閱讀成效之差異情形。幼兒閱讀成效在本研究為一整體的概念，包括幼兒閱讀態度、幼兒閱讀行為與幼兒閱讀能力(聲韻覺識、識字、閱讀理解)。 本研究以130位就讀台北市公立幼兒園大班五足歲幼兒及其父母與教師作為研究對象。事先發放家庭閱讀環境問卷、教室閱讀環境問卷請家長與教師填，學前兒童閱讀行為檢核表亦請家長與教師協助完成。最後為130位幼兒進行一對一個別施測(幼兒閱讀態度、幼兒閱讀能力─聲韻覺識、識字、閱讀理解)。 研究結果顯示，家庭社經地位高者，其幼兒的閱讀行為、聲韻覺識達顯著差異，但無論來自何種家庭社經地位，幼兒閱讀態度、識字與閱讀理解方面則無顯著差異。此外，家庭閱讀環境與幼兒閱讀成效間無顯著的相關性；教室閱讀環境其構面僅「教師對閱讀的支持」與幼兒閱讀行為達顯著相關，其他構面「閱讀空間及資源」、「閱讀課程與活動」、「同儕互動」與幼兒閱讀成效無顯著的相關性。 本研究針對統計結果進行分析與討論，並對家長、幼兒園教師及未來相關研究提供建議，期待能對幼兒閱讀成效在家庭閱讀環境、教室閱讀環境中的培養有所助益。 / The purpose of this study was to understand the relationship among home reading environment, kindergarten classroom reading environment and Child’s effects for reading, regardless of socio-economic status(SES).Their Child’s effects for reading includes young children reading attitudes, young children reading behavior and young children reading ability. Their literacy includes phonological awareness, word recognition, and reading comprehension. A total of 130 five-year-old young children and their teachers from public kindergartens participating in this study in Taipei, were given the Questionnaire of home reading environment and kindergarten classroom reading environment for their parents and teachers, and checklist of young children reading behavior for their parents and teachers. At last, individual test Child’s effects for reading one by one had been conducted (including young children reading attitudes, young children reading ability─phonological awareness, word recognition, and reading comprehension.). The results showed that the higher the socio-economic status, the better their young children reading behavior, and phonological awareness, but there is no differences in young children reading attitudes, word recognition, and reading comprehension. In addition, the home reading environment and child’s effects for reading have no significant correlation. The kindergarten classroom reading environments and child’s effects for reading have no statistically significantly relationship, only 「Support-to-read teaches」and young children reading behavior have statistically significant relationship. In this study, statistical analysis of the results and discussion for parents, kindergarten teachers and future research recommendations, is looking forward to helping Child’s effects for reading in the home reading environment and kindergarten classroom reading environment.

This study focused on independent EFL reading among Grade 11 students across public and non-public schools in Ethiopia. Students who practice independent reading develop a love for reading and ultimately become life-long self-initiated readers. Therefore, independent reading should be considered as a vital goal of instruction and research. The issues of focus in this study were students’ reading comprehension ability levels, attitude towards learning English as a school subject and reading its literature, reading motivation, reading strategy use, persistence in independent reading and access to reading resources along with inclusion of independent reading in classroom instruction and in English textbooks. To this end, the study used quantitative data (collected through reading comprehension test, structured questionnaire and independent reading follow-up checklist) and qualitative data (gathered via classroom observation and content analysis).The findings revealed lower predisposition towards and practice of independent EFL reading among public school students (n = 375). A statistically significant difference, in favour of non-public schools (n = 181), was also found between the two groups of students in scores pertaining to most of the variables investigated. Enhanced scaffolding of independent reading through improved instruction and resource provision, regular short refresher courses for teachers of English and further studies have been recommended to improve public school students’ involvement in independent EFL reading. / English Studies / D. Litt. et Phil. (English Studies)

The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.

Reading and mathematics are two essential subjects for academic success and cognitive development. Several studies show a correlation between the reading ability and mathematical ability of pupils (Korpershoek et al., 2015; Ní Ríordáin & O’Donoghue, 2009; Reikerås, 2006; Walker et al., 2008). The didactical part of this thesis presents a study investigating a correlation between reading ability and mathematical ability among pupils in upper secondary schools in Sweden. This study collaborated with Lexplore AB to use machine learning and eye-tracking to measure reading ability. Mathematical ability was measured with Mathematics 1c grades and Stockholmsprovet, which is a diagnostic mathematics test. Although no correlation was found, there are several insights about selection and measures following the result that may improve future studies on the subject. This thesis finds that the result could have been affected by a biased selection of the participants. This thesis also suggests that the measure through machine learning and eye-tracking used in the study may not fully capture the concept of reading ability as defined in previous studies. The technological aspect of this thesis focuses on modifying and improving the model used to calculate users’ reading ability scores. As the model’s estimation tends to plateau after the fifth year of compulsory school, the study aims to maintain the same level of progression observed before this point. Previous research indicates that silent reading, being unconstrained by vocalization, is faster than reading aloud. To address this progression flattening, a grid search algorithm was employed to adjust hyperparameters and assign appropriate weight to silent and aloud reading. The findings emphasize that reading aloud should be prioritized in the weighted average and the corresponding hyperparameters adjusted accordingly. Furthermore, gathering more data for older pupils can improve the machine learning model by accounting for individual reading strategies. Introducing different word complexity factors can also enhance the model’s performance. / Läsning och matematik är två avgörande ämnen för akademisk framgång och kognitiv utveckling. Flera studier visar på ett samband mellan elevers läsförmåga och matematiska förmåga (Korpershoek et al., 2015; Ní Ríordáin & O’Donoghue, 2009; Reikerås, 2006; Walker et al., 2008). Den didaktiska delen av denna rapport presenterar en studie som undersöker sambandet mellan läsförmåga och matematisk förmåga hos elever på gymnasiet i Sverige. Studien samarbetade med Lexplore AB för att använda maskininlärning och ögonspårning för att mäta läsförmåga. Matematisk förmåga mättes genom matematikbetyg och Stockholms provet, som är ett diagnostiskt matematiktest. Trotsatt inget samband hittades uppges insikter om urvalet och åtgärder som kan förbättra framtida studier i ämnet. Rapporten konstaterar att resultatet kan ha påverkats avett sned vridet urval av deltagare. Dessutom föreslår rapporten att mätningen genom maskininlärning och ögonspårning som användes i studien kanske inte helt fångar upp begreppet läsförmåga som används i tidigare studier. Teknikdelen av denna rapport fokuserar på att modifiera och förbättra modellen som används för att beräkna användarnas läsförmågepoäng. Eftersom modellens uppskattning tenderar att avplattas efter femte året i grundskola, syftar studien till att bibehålla samma nivå av progression som observerats före denna punkt. Tidigare forskning indikerar att tyst läsning, som inte begränsas av att uttala orden, är snabbare än högläsning. För att adressera denna avplattning av progression användes en rutnätssöknings-algoritm för att justera hyperparametrar och tilldela rätt viktning åt tyst läsning. Resultaten betonar att högläsning bör prioriteras i viktade medelvärdet och att motsvarande justeringar av hyperparametrar bör implementeras. Dessutom kan insamling av mer data för äldre elever förbättra maskininlärningsmodellen genom att ta hänsyn till individuella lässtrategier. Införandet av olika faktorer för textkomplexitet kan också förbättra modellens prestanda.

傳統上認為以中文為母語的孩童並不具有「音位覺識能力」(phonemic awareness)，本研究以實驗方式直接測量以中文為母語孩童的「音位覺識能力」，同時探討孩童「音位覺識能力」及「聲母—韻母覺識能力」(onset-rime awareness) 在英文拼字與讀字上所扮演的角色。在本研究中，一百九十二位國小四年級的孩童參與二項「母語音韻覺識測驗」，包括「聲母/韻母異音測驗」(onset/rime oddity test) 和「韻腹/韻尾異音測驗」(nucleus/coda oddity test)。根據上述二項測驗的成績，將孩童分為三組：第一組孩童(共29人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆佳；第二組孩童(共29人)，其「聲母—韻母覺識能力」佳，但「音位覺識能力」差；第三組孩童(共26人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆差。我們接著利用「拼英文假字測驗」和「讀英文假字測驗」來測量三組孩童的英文拼字與讀字的能力，在施測之前，孩童們有八次的機會學會「拼字」與「讀字」兩項測驗所需具備的「字音對應規則」。結果顯示，雖然孩童的「音位覺識能力」在程度上有所不同，但以中文為母語的孩童已具備「音位覺識能力」。此外，在考慮了孩童們「記憶廣度」(digit span)與「英文聽話字彙」 (English receptive vocabulary)的差異後，「聲母—韻母覺識能力」和「音位覺識能力」皆佳的孩童，在拼字的表現上優於「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童來，接著「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童的拼字表現優於「聲母—韻母覺識能力」和「音位覺識能力」皆差的孩童。最後，「音位覺識能力」佳的的孩童，在讀字的表現上優於「音位覺識能力」差的的孩童，此外，並無證據顯示「聲母—韻母覺識能力」在孩童的讀字能力上扮演著重要的角色。整體而言，本研究的結果支持其他研究的看法，這些研究認為以中文為母語的孩童在母語習得過程中所發展出來的「音韻覺識能力」對於其英文拼字與讀字的能力上有著一定的貢獻，此外，本研究更進一步顯示，這種貢獻會隨著「音韻覺識」程度的不同而有所改變。 / It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.