The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension. / by Jamie L. Worrell. / Thesis (Ed.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

published_or_final_version / Education / Master / Master of Education

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Thesis (M.A. (English Studies)) -- University of Limpopo, 2022 / In rural South Africa (SA), poor reading comprehension skills in English First Additional Language (EFAL) are still found to be the main cause of poor academic achievement. For learners to comprehend the target language they must master the basic reading skills. This remains to be a great challenge for the rural schools in Limpopo. Rural learners are barely exposed to the language of the school, and they hardly have access to the EFAL reading materials or other learning aids. This study aims to evaluate the challenges that are faced in teaching and learning reading comprehension in rural primary schools in SA. This research study was framed by Cognitive constructivism and Schema theory in teaching and learning reading comprehension. A qualitative case study research design was adopted in the study. The sampled participants (one educator and 10 learners) were purposively selected to give answers to the research questions. The following data gathering techniques were used; observational field notes to gather data from the classroom context during the reading lessons, focus group interviews were conducted with the grade 6 learners, lastly, one educator was interviewed. The results prove the educators and learners are still facing challenges in the teaching and learning of EFAL. The study recommends, that the Department of Education intervenes by conducting more training workshops for the educators and parental involvement is encouraged as well for parents to be part of their children's educational journey.

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.

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.

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.