Thesis (M Ed)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Carrie B. Myers. Includes bibliographical references (leaves 130-150).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2005.

Thesis (M.Ed.St.) - University of Queensland, 2006. / Includes bibliography.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 19, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Dianne Ashby, Amee Adkins, Martin Hickman. Includes bibliographical references (leaves 105-114) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Toni L. Falbo. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Changing perceptions of literacy over the past few decades have produced new approaches to the problem of how best to improve the literacy competence of primary school learners. Literacy remains a continuous problem in South Africa, as learners lack motivation to read or are struggling to read, write, and learn in a language that is unfamiliar to them. Researchers such as Street (2005) believe that literacy should not be viewed only as a set of skills to be mastered, but rather as something which must be understood in its broader social context. In accordance with this theory, the South African organisation PRAESA uses their Nal'ibali campaign to promote 'reading for enjoyment' and the formation of 'reading clubs' in order to improve learners' motivation to read and thus their literacy competence by increasing their exposure to pleasurable reading experiences. In this study it is argued that reading for enjoyment is beneficial to primary school learners' literacy competence as well as their personal and social development. In this study, Grade 5, 6, and 7 learners belonging to the reading club at a primary school in Port Elizabeth were observed over a six-month period. Data was collected through ethnographic observation of the reading club sessions and compiled into a detailed expository and sequential report. This narrative was then analysed in order to determine to what extent the learners had benefited in terms of their development from their participation in the reading club's activities. The analysis of the narrative demonstrated that learners' literacy competence, as well as personal and social skills such as self-confidence and tolerance, had been enhanced by the learners' voluntary participation in enjoyment-centred experiences with literacy. The findings of this study demonstrate that, in under-resourced schools and communities lacking a strong reading culture, an extra-curricular 'reading club' with a focus on reading for enjoyment was able to improve learners' literacy skills and provide opportunities for holistic growth by increasing learners' motivation to read.

The objectives of this study were to, (1) review the opinions of contemporary American educators regarding activity programs in our secondary schools; (2) investigate the activity programs currently provided in the junior and senior high schools in Washington County, Oregon; and (3) offer some suggestions based upon this information. The literature in this field, although somewhat limited, except for periodicals, acquainted the reader with the general area and provided a basis for the review and study of the present practices in Washington County. The data concerning the practices in the schools studied was obtained through a questionnaire which was personally distributed and collected. The results were tabulated on 22 tables from which a narrative synopsis of pertinent information was drawn. For example. at the junior high level, five schools engage in interscholastic sports; all eight schools have assemblies; three schools maintain a homeroom activity; all eight schools offer vocal music; and the two largest schools have more special interest clubs than any of the others. At the senior high level, all schools engage in interscholastic athletic competition; three schools have intramural sports; two schools do not have a marching band; and six schools publish more than a yearbook and newspaper. As a result of the review of what is currently done in the secondary schools of Washington County, and viewed in the perspective gained by the study of the Literature in this field, ten suggestions that might improve the current programs in some schools are provided for the decision-making personnel of the school districts and schools of the County. The highlights of these suggestions are: 1. That each school establish criteria by which it annually evaluates its activity program. 2. That workshops be established to discuss student needs. 3. That a census of both student participation and teacher skills be taken. 4. That junior and senior high schools work closely to allow beginning skills and interests to be carried over in the advanced grades. s. That school districts investigate programs in other geographical areas and make activity information available to those interested. 6. That schools provide a wide range of activities that may offer carry-over recreational possibilities for adult life.