The study is concerned with learning disabled children. A literature survey which deals with the definitions, causes and manifestations of learning disabilities was conducted. An aid programme, focussing specifically on the auditory modality, was developed. Through a careful study of relevant literature it is clear that although a learning disabled child possesses adequate or even above-average intellectual capabilities, deficiencies such as abnormal behaviour and inadequacies in learning which may be ascribed to malfunctions in the central nervous system, are manifested. The causes of learning disorders could be of an external or inherent nature and behavioural manifestations such as motor- or perceptual deficiencies, hyperactivity and inadequate academic performance frequently occur. The importance of the auditory perceptual skills in the acquisition of reading and spelling performances is emphasized. Research on auditory deficiencies and their subsequent detrimental effect on reading and spelling performance, indicate a significant relationship between these deficits and the impairment of analysis, synthesis, storing and recalling of auditory information. This survey was conducted in order to devise an auditory aid programme by means of which deficits in auditory perception could be overcome or improved and to decide whether the improvement of auditory deficits would contribute positively towards the reading and spelling results of the learning disabled child. From the literature a variety of exercises for the improvement of the various auditory perceptual skills were assembled. An integrated reading and spelling programme to stimulate the development of-auditory skills was subsequently devised and applied by means of the experimental method This aid programme was applied with great success in six cases who had previously been identified as learning disabled candidates. It resulted in a remarkable improvement in auditory skills of all six participants. All of them performed according to their mental age standard. Basic reading and spelling abilities improved accordingly. Those participants who best overcame their auditory perceptual deficiencies also gave the best performance in reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

The aim of this study was to determine whether the underachievement of pupils in science is due to the fact that the pupils have not reached the phase of formal thinking. The question is whether the difference in achievement in science of pupils with the same I.Q. can be attributed to the fact that the underachiever is on a lower cognitive level than the better achiever. The child in the junior secondary school phase is in or somewhere between the phase of concrete operational thinking or phase of formal operational thinking. An analysis of the syllabi in the junior secondary school phase showed that formal operational thinking is required of pupils especially in standard 7. In this research the population was defined as the Afrikaans-speaking pupils in the junior secondary school phase of the schools in a big town. The experimental group consisted of pupils with I.Q. ≥ 108 with low marks in science while the control group consisted of pupils with I.Q. ≥ 108 who did well in science. In this study 58 pupils were tested individually with 4 tests of formal thinking namely the switches-test (an adaption of the combinations of coloured and colourless chemical bodies-test), equilibrium in the balance, flexibility of rods and the oscillation of a pendulum. A significant difference was found between the experimental and control groups. (F = 28,84, p < 0,001). This study proved the following: (i) Gifted pupils in the junior secondary school phase with poor marks in science haven't reached the level of formal thinking to the same degree as gifted pupils with good marks in science. (ii) Gifted children in standard 6 who did well in science had already reached a plateau with regard to the development of formal thinking. (iii) Pupils differ with regard to the level of cognitive development regardless of having the same I.Q. and age. The above conclusions have the following implications for didactics: - The curricula and syllabi must be combined in such a way that formal thinking is not expected of the child before he is capable of it. Every teacher must try to individualize his teaching methods in order to make provision for differences in the cognitive levels of the pupils in his class. / Thesis (MEd)--PU vir CHO

The study is concerned with learning disabled children. A literature survey which deals with the definitions, causes and manifestations of learning disabilities was conducted. An aid programme, focussing specifically on the auditory modality, was developed. Through a careful study of relevant literature it is clear that although a learning disabled child possesses adequate or even above-average intellectual capabilities, deficiencies such as abnormal behaviour and inadequacies in learning which may be ascribed to malfunctions in the central nervous system, are manifested. The causes of learning disorders could be of an external or inherent nature and behavioural manifestations such as motor- or perceptual deficiencies, hyperactivity and inadequate academic performance frequently occur. The importance of the auditory perceptual skills in the acquisition of reading and spelling performances is emphasized. Research on auditory deficiencies and their subsequent detrimental effect on reading and spelling performance, indicate a significant relationship between these deficits and the impairment of analysis, synthesis, storing and recalling of auditory information. This survey was conducted in order to devise an auditory aid programme by means of which deficits in auditory perception could be overcome or improved and to decide whether the improvement of auditory deficits would contribute positively towards the reading and spelling results of the learning disabled child. From the literature a variety of exercises for the improvement of the various auditory perceptual skills were assembled. An integrated reading and spelling programme to stimulate the development of-auditory skills was subsequently devised and applied by means of the experimental method This aid programme was applied with great success in six cases who had previously been identified as learning disabled candidates. It resulted in a remarkable improvement in auditory skills of all six participants. All of them performed according to their mental age standard. Basic reading and spelling abilities improved accordingly. Those participants who best overcame their auditory perceptual deficiencies also gave the best performance in reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

Magister Educationis - MEd / This thesis tries to answer the question of how the reading half hour could be used effectively to address literacy problems and thereby improving reading comprehension. In this thesis dominant issues surrounding the teaching of reading and the development of reading comprehension are put under the magnifying glass. A skills based approach, where the focus is on the development of mechanical skills, is contrasted with a comprehension approach in the study. The study was undertaken within a psycholinguistic approach where the primary aim is to make meaning of language and text. This framework also created the space within which literacy problems could be addressed

There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007

The objectives of this study were to investigate existing theory regarding the conceptual learning of young learners and to determine what core concepts Grade 5 learners need to learn. An empirical investigation as to whether these learners were familiar with the mother tongue words for the identified core concepts in syllabuses and textbooks, and to investigate whether they could recede these concepts into English (the medium of instruction in their classrooms) was also undertaken. The role of conceptual awareness in learning was discussed based on Piaget's, Vygotsky's and Clark's theory. They explain how concepts and knowledge are acquired and also how language affects this process. Learners are required to know the concepts of what they learn and should recede the information or concepts into the language used for a specific learning task. In the case of this study it was English. The study revealed that many learners who were investigated in this study did not possess the knowledge to encode many of the core or broader concepts in Tshivenda, their mother tongue. Learners also seemed to learn some concepts and the English encoding for them simultaneously. The findings showed, however, that most learners in Grade 5 could not recede many of the concepts that they possessed in L1 into English the Mol. It was clear that many learners in this study were not ready to switch from mother tongue instruction to English Mol in Grade 5. Their lack of conceptual awareness coupled with the lack of adequate English proficiency to learn the subjects in English may have been influenced by a number of possible reasons. Some reasons that were suggested were the following: a lack of prior knowledge of concepts that occur in Grade 5 syllabuses and textbooks; poorly trained teachers who are unable to assist learners to create links between existing knowledge and new knowledge; poor socio-economic circumstances and illiteracy and teachers who may lack English proficiency and cannot teach all subjects confidently in English. Some implications for the findings were suggested such as the following: if teachers are aware of the demands made on the conceptual framework of learners and the possible limitations that• they have regarding their conceptual readiness to learn, intervention is possible. Much can be done regarding the strategies that teachers may employ to enrich, expand, reconstruct, revisit or adapt concepts for learning. Such strategies include visual scaffolding, an enriched conceptual and language programme and a planned and structured approach to teaching language across the curriculum. / Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001

The objectives of this study were to investigate existing theory regarding the conceptual learning of young learners and to determine what core concepts Grade 5 learners need to learn. An empirical investigation as to whether these learners were familiar with the mother tongue words for the identified core concepts in syllabuses and textbooks, and to investigate whether they could recede these concepts into English (the medium of instruction in their classrooms) was also undertaken. The role of conceptual awareness in learning was discussed based on Piaget's, Vygotsky's and Clark's theory. They explain how concepts and knowledge are acquired and also how language affects this process. Learners are required to know the concepts of what they learn and should recede the information or concepts into the language used for a specific learning task. In the case of this study it was English. The study revealed that many learners who were investigated in this study did not possess the knowledge to encode many of the core or broader concepts in Tshivenda, their mother tongue. Learners also seemed to learn some concepts and the English encoding for them simultaneously. The findings showed, however, that most learners in Grade 5 could not recede many of the concepts that they possessed in L1 into English the Mol. It was clear that many learners in this study were not ready to switch from mother tongue instruction to English Mol in Grade 5. Their lack of conceptual awareness coupled with the lack of adequate English proficiency to learn the subjects in English may have been influenced by a number of possible reasons. Some reasons that were suggested were the following: a lack of prior knowledge of concepts that occur in Grade 5 syllabuses and textbooks; poorly trained teachers who are unable to assist learners to create links between existing knowledge and new knowledge; poor socio-economic circumstances and illiteracy and teachers who may lack English proficiency and cannot teach all subjects confidently in English. Some implications for the findings were suggested such as the following: if teachers are aware of the demands made on the conceptual framework of learners and the possible limitations that• they have regarding their conceptual readiness to learn, intervention is possible. Much can be done regarding the strategies that teachers may employ to enrich, expand, reconstruct, revisit or adapt concepts for learning. Such strategies include visual scaffolding, an enriched conceptual and language programme and a planned and structured approach to teaching language across the curriculum. / Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001

There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007