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

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dc.contributor.authorCliff, Alan
dc.date.accessioned2018-02-15T11:08:36Z
dc.date.available2018-02-15T11:08:36Z
dc.date.issued2014-12-23
dc.description.abstracthe 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.identifier.apacitationCliff, A. (2014). Entry-level students' reading abilities and what these abilities might mean for academic readiness. <i>Language Matters</i>, http://hdl.handle.net/11427/27583en_ZA
dc.identifier.chicagocitationCliff, Alan "Entry-level students' reading abilities and what these abilities might mean for academic readiness." <i>Language Matters</i> (2014) http://hdl.handle.net/11427/27583en_ZA
dc.identifier.citationAlan Cliff (2014) Entry-level students’ reading abilities and what these abilities might mean for academic readiness, Language Matters, 45:3, 313-324, DOI: 10.1080/10228195.2014.958519en_ZA
dc.identifier.issn1753-5395en_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
dc.identifier.urihttp://hdl.handle.net/11427/27583
dc.identifier.vancouvercitationCliff 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.languageengen_ZA
dc.publisherLanguage Mattersen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceLanguage Mattersen_ZA
dc.source.urihttp://www.tandfonline.com/toc/rlms20/current
dc.subject.otheracademic literacy
dc.subject.otherNational Benchmark Tests
dc.subject.otherlanguage testing
dc.subject.otherStandardised tests
dc.subject.otheracademic readiness
dc.titleEntry-level students' reading abilities and what these abilities might mean for academic readinessen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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