Entry-level students' reading abilities and what these abilities might mean for academic readiness

 

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dc.contributor.author Cliff, Alan
dc.date.accessioned 2018-02-15T11:08:36Z
dc.date.available 2018-02-15T11:08:36Z
dc.date.issued 2014-12-23
dc.identifier.citation Alan Cliff (2014) Entry-level students’ reading abilities and what these abilities might mean for academic readiness, Language Matters, 45:3, 313-324, DOI: 10.1080/10228195.2014.958519 en_ZA
dc.identifier.issn 1753-5395 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/27583
dc.description.abstract he National Benchmark Tests Project (NBTP) was commissioned by Higher Education South Africa and became operational in 2009. One of the main aims of the NBTP is to assess the extent to which entry-level students might be said to be ready to cope with the conventional demands of academic study in three key areas: academic literacy; quantitative literacy; and mathematics. This paper presents an analysis of the academic literacy readiness of a sample of registered students as reflected in their performance on the NBT in Academic Literacy, a standardised assessment developed in the context of the wider project. The paper presents a theoretical analysis of the construct of academic literacy as operationalised in the test. This is followed by a categorised empirical analysis of test-takers’ performance on the test, in which the levels of academic readiness of these test-takers are presented and discussed. The argument presented highlights the diverse range of academic literacy levels of entry-level students, as well as implying the teaching and learning interventions that might be necessary to improve readiness. Concluding comments argue that some groups of students may be unable to cope with conventional academic literacy demands in the absence of explicit intervention. en_ZA
dc.language eng en_ZA
dc.publisher Language Matters en_ZA
dc.source Language Matters en_ZA
dc.source.uri http://www.tandfonline.com/toc/rlms20/current
dc.subject.other academic literacy
dc.subject.other National Benchmark Tests
dc.subject.other language testing
dc.subject.other Standardised tests
dc.subject.other academic readiness
dc.title Entry-level students' reading abilities and what these abilities might mean for academic readiness en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Article en_ZA
dc.publisher.institution University of Cape Town
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Cliff, A. (2014). Entry-level students' reading abilities and what these abilities might mean for academic readiness. <i>Language Matters</i>, http://hdl.handle.net/11427/27583 en_ZA
dc.identifier.chicagocitation Cliff, Alan "Entry-level students' reading abilities and what these abilities might mean for academic readiness." <i>Language Matters</i> (2014) http://hdl.handle.net/11427/27583 en_ZA
dc.identifier.vancouvercitation Cliff A. Entry-level students' reading abilities and what these abilities might mean for academic readiness. Language Matters. 2014; http://hdl.handle.net/11427/27583. en_ZA
dc.identifier.ris TY - Journal Article AU - Cliff, Alan AB - he National Benchmark Tests Project (NBTP) was commissioned by Higher Education South Africa and became operational in 2009. One of the main aims of the NBTP is to assess the extent to which entry-level students might be said to be ready to cope with the conventional demands of academic study in three key areas: academic literacy; quantitative literacy; and mathematics. This paper presents an analysis of the academic literacy readiness of a sample of registered students as reflected in their performance on the NBT in Academic Literacy, a standardised assessment developed in the context of the wider project. The paper presents a theoretical analysis of the construct of academic literacy as operationalised in the test. This is followed by a categorised empirical analysis of test-takers’ performance on the test, in which the levels of academic readiness of these test-takers are presented and discussed. The argument presented highlights the diverse range of academic literacy levels of entry-level students, as well as implying the teaching and learning interventions that might be necessary to improve readiness. Concluding comments argue that some groups of students may be unable to cope with conventional academic literacy demands in the absence of explicit intervention. DA - 2014-12-23 DB - OpenUCT DP - University of Cape Town J1 - Language Matters LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 SM - 1753-5395 T1 - Entry-level students' reading abilities and what these abilities might mean for academic readiness TI - Entry-level students' reading abilities and what these abilities might mean for academic readiness UR - http://hdl.handle.net/11427/27583 ER - en_ZA


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