The study derives from a belief, based on many researchers' writings, that wide and frequent book-reading aids the development of knowledge, emotional maturity and human sympathy, which are all essential attributes in a fragmented culture such as South Africa's. It is not accepted that conventional secondary-school literature-teaching in this country promotes a lifelong reading habit among the majority of pupils and a plea is made for the recognition of Reading as a curricular entity in its own right. The study suggests that, owing to a paucity of local research in this field, South African teachers and educational authorities are severely disadvantaged. If they are unable to offer advice based on a proper study of their pupils as readers, they run the risk of guiding many pupils' reading along paths that cannot promise satisfaction and fulfilment. Such stultifying of reading habits would contradict the aims of the present National Core Syllabuses for English (First Language). The thesis sets little store by the investigation of specific bookchoices, pointing out that the validity of such incidental findings, if gleaned from a latitudinal survey, is questionable. Instead, using the findings of questionnaires administered to nearly 2 800 pupils and their teachers, the thesis investigates the relationships between voluntary leisure-time reading and such factors as age, gender, intelligence, academic achievement and standard of living. It also looks at the influences of parents, teachers, peers, contemporary literature-teaching practices, school and public libraries, and leisure- time pursuits other than reading. Many suggestions are offered for further research into finer aspects of those considerations. Many of the findings serve merely to corroborate research from abroad, particularly in respect of age, gender and intelligence. That is none the less alarming when a striking decline in reading is found to occur in the early years of the secondary school. A number of other interesting findings emerge. Standard of living is shown to be inversely correlated with amount of reading, and television-viewing is not found to displace reading. Nor are other leisure-time pursuits found to affect amount of reading: avid readers are by and large extremely active and committed pupils. Reading emerges from the study as providing its own peculiar satisfaction, as does each of the other leisure activities investigated. The challenge is to ensure that infrequent readers become aware of what reading has to offer, and strategies for attempting to achieve that are posited, particularly with regard to the roles of public and school libraries. The roles of teachers and parents are found to be crucial to the development of an appetite for books, and it is suggested that schools and parents liaise formally and closely in this matter. The study groups pupils by a number of personal variables, and investigates their reactions to common forms and genres as well as to certain specifics of style, thereby discussing the relationship between reading, social maturity and academic achievement It argues strongly for recognition of the fact that educating secondary-school pupils in the development of keen and sensitive lifelong reading habits is a process which cannot be systematically taught as a set of skills.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:rhodes/vital:1781 |
| Date | January 1990 |
| Creators | Gardner, John Murray |
| Publisher | Rhodes University, Faculty of Education, Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Doctoral, PhD |
| Format | 320 leaves, pdf |
| Rights | Gardner, John Murray |
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