Faculty of Humanities School of Language and Literature 9807000g russelle@webmail.co.za / This study is a historical analysis of readers and the practices of reading in the late nineteenth century Eastern Cape, with particular focus on the Lovedale Institution. Well known as the progenitor of an African elite, the Lovedale mission institution, school and Press have been well-documented and studied, as has the Eastern Cape frontier – but the role of books and reading in their social and material practice has seldom been examined in very close detail in relation to this imagined textual community. A close examination of the contemporary evangelical journal, The Christian Express, reveals much in terms of what was being read, and how reviews and secondary matter on texts that were in circulation may have influenced conceptions of what books and literacy meant to the people reading the journal. These ideas have been traced through advertisements, reviews, columns and letters in order to understand the ways in which the journal portrayed books as material and intellectual objects. Delving deeper than the materiality of the book in an empirical world, however, this study seeks to analyse how books and readers were both constructed and represented, and involves an attempt (although admittedly a highly theoretical undertaking) to reconstruct the various reading strategies employed by readers on the frontier of race, class, and nation.

Thesis (D. Litt. (English))--University of Pretoria, 2003. / Includes bibliographical references.

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While much research has separately considered informational texts and students who struggle with reading, few studies have looked at how these two interact together and what the possible benefits might be. This study provides descriptive information about the perceptions of informational texts from three striving readers. Each student was interviewed and additional data were collected about the students’ literacy environments from their parents, teachers, and classrooms. Results showed that the three students spoke positively about informational texts and that two of the most attractive qualities are interesting material and making meaning from pictures. Within their classrooms, the three students were exposed to a considerable number of informational texts. While the professional literature advocates the use of informational texts for the benefit of boys, it is interesting to note that the two girls in this study chose to read a considerable number of informational texts. It is concluded that informational texts appealed to the three striving reader study participants. Ideas for helping parents and teachers use informational texts with striving readers are presented.

While much research has separately considered informational texts and students who struggle with reading, few studies have looked at how these two interact together and what the possible benefits might be. This study provides descriptive information about the perceptions of informational texts from three striving readers. Each student was interviewed and additional data were collected about the students’ literacy environments from their parents, teachers, and classrooms. Results showed that the three students spoke positively about informational texts and that two of the most attractive qualities are interesting material and making meaning from pictures. Within their classrooms, the three students were exposed to a considerable number of informational texts. While the professional literature advocates the use of informational texts for the benefit of boys, it is interesting to note that the two girls in this study chose to read a considerable number of informational texts. It is concluded that informational texts appealed to the three striving reader study participants. Ideas for helping parents and teachers use informational texts with striving readers are presented.

Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (Ph.D.)--Bowling Green State University, 2008. / Document formatted into pages; contains xi, 183 p. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 66-67).

Project (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2002. / Includes bibliographical references (leaves 48-51).