Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 138-140).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 138-140). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 111-117). Also available in print.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education (Research Methodology) in the Department of Educational Psychology at the University of Zululand, 2017 / Given the need to employ effective reading strategies in the primary school, this article sets out to address the question of primary school educators’ experiences with the National Reading Strategy (NRS). The study focuses on six (6) primary schools in the Mbabane Circuit at Ingwavuma in UMkhanyakude District of South Africa. Forty (40) primary school educators from the selected schools within the circuit took part in a quantitative survey. Pearson’s chisquare was employed to explore the relative effects of teachers’ biographical data and their experiences with the NRS. The findings suggest that teachers’ gender, job title, teaching phase, experience in years and qualifications had an influence on their experiences with the NRS. On the other hand, teachers’ age was shown to have no relationship with their experiences with the NRS. The study confirms the appropriateness of understanding how teachers’ biographical data relate to and impact on reading intervention strategies.

No description available.

The ability of reading is an important part of teaching literacy and language acquisition. Reading improves the thinking ability by giving new concepts and ideas and enhances vocabulary and language which is essential in verbal communication. Because of the importance of reading, children and adolescents are encouraged to read by their parents, teachers and sometimes by national reading campaigns as an educational policy. Turkey launched a nationwide reading campaign targeting high school students in 2004, and another one aimed at primary school students in 2005 which is called the 100 Basic Literary Works reading campaign. This study investigated the reading habits of Turkish high school students. It also explored how students are influenced by family, teacher and peer group. Moreover, the study investigated the association between the students reading habits and their gender, school type and region. In addition, the study examined current efforts to encourage students to read. The study was conducted in 8 provinces and 8 districts of Turkey in 2012. The data was gathered thorough questionnaires with 2425 students from 86 high schools of 5 different types and interviews with 31 students, 15 teachers and 4 local education managers. The study found that 82.0% of young people in general read at least once or twice a week outside school for at least 30 minutes and 40.6% read every day or almost every day for leisure. It was found that females were more frequent and enthusiastic readers than males. The students from science high schools and Southern East Anatolia Region read more frequently. It was indicated that the majority of the students reported that they were aware of the 100 Basic Literary Works reading campaign but, in fact, they knew of the campaign in upper-primary school. The qualitative findings indicated that there was little awareness of the campaign in high schools. Libraries are important places to assist inculcate children s and young people s love of reading and provide free access to reading materials and sources but Turkish young people were not frequent users of libraries. Both teachers and students had concerns about lack of reading materials and poor facilities and services in public and school libraries in Turkey.

In school today pupils come in contact with all kinds of reading books. Education of Swedish reading development sometimes contain reading books organized at different levels of difficulty, with different amount of text. The purpose of the different difficulty levels is to give the less skilled readers an easier book and stronger readers a more difficult book. The purpose with this study is to find out if the book which is classified as more difficult, in reality is the most difficult and if the book which is considered to be easier really is. To find answers to these questions I will examine previous researcher’s theories on difficulty levels in reading books. This is tested in the analytical part by counting the proportion of nouns, compound nouns, main clauses and sub-clauses. The texts are analyzed using LIX-and-OVIX to find out the level of difficulty. The books examined in this study are two reading books aimed at pupils in second year of elementary school.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Primo V. Toccafondi, School of Education. Includes bibliographical references.

Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (January 19, 2010) Includes bibliographical references (p. 59-60)

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 24, 2007; title from title screen. Includes bibliographical references (p. 67-71).