Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education

 

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dc.contributor.advisor Donald, David en_ZA
dc.contributor.advisor Archer, Maureen en_ZA
dc.contributor.author Souter, Colin W en_ZA
dc.date.accessioned 2016-02-22T07:20:21Z
dc.date.available 2016-02-22T07:20:21Z
dc.date.issued 1989 en_ZA
dc.identifier.citation Souter, C. 1989. Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/17184
dc.description Bibliography: pages 78-90. en_ZA
dc.description.abstract There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised. en_ZA
dc.language.iso eng en_ZA
dc.subject.other English teachers - Training of - South Africa en_ZA
dc.subject.other English language - Study and teaching - Foreign speakers en_ZA
dc.title Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Souter, C. W. (1989). <i>Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17184 en_ZA
dc.identifier.chicagocitation Souter, Colin W. <i>"Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1989. http://hdl.handle.net/11427/17184 en_ZA
dc.identifier.vancouvercitation Souter CW. Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1989 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17184 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Souter, Colin W AB - There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised. DA - 1989 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1989 T1 - Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education TI - Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education UR - http://hdl.handle.net/11427/17184 ER - en_ZA


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