Many L2 students in Namibia are not adequately prepared for the academic demands
of university courses, mainly because of poor reading skills in the L2. University
students reading below their maturational levels, can mainly be attributed to their
print-impoverished backgrounds, as reading is a skill that develops mainly through
reading. Without any assistance, poor readers at university will continue to read
poorly and as a result perform weaker in their academic courses compared to their
peers who are better readers. The overall aim of this study is to explore the effects of a
reading intervention program on a group of university students in Namibia. A quasiexperimental
method with a control and an intervention group was employed. The
effect of reading ability on academic performance was also investigated. In addition,
through a combination of quantitative and qualitative methods, the pre-literacy
experiences of students, the differences between good and poor readers at university,
their views about the reading intervention program as well as the attitudes and
practices of university lecturers towards reading instruction at tertiary level were
examined. / Linguistics and Modern Languages / M.A. (with specialisation in Applied Linguistics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/3365 |
| Date | 11 1900 |
| Creators | Willemse, Laetitia |
| Contributors | Pretorius, E.J. (Dr.) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xii, 211 leaves) |
Page generated in 0.0026 seconds