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

dc.contributor.advisorDonald, Daviden_ZA
dc.contributor.advisorArcher, Maureenen_ZA
dc.contributor.authorSouter, Colin Wen_ZA
dc.date.accessioned2016-02-22T07:20:21Z
dc.date.available2016-02-22T07:20:21Z
dc.date.issued1989en_ZA
dc.descriptionBibliography: pages 78-90.en_ZA
dc.description.abstractThere 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.identifier.apacitationSouter, 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/11427/17184en_ZA
dc.identifier.chicagocitationSouter, 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/11427/17184en_ZA
dc.identifier.citationSouter, 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.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
dc.identifier.urihttp://hdl.handle.net/11427/17184
dc.identifier.vancouvercitationSouter 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/11427/17184en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEnglish teachers - Training of - South Africaen_ZA
dc.subject.otherEnglish language - Study and teaching - Foreign speakersen_ZA
dc.titleDeveloping the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of educationen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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