Van Wyk, A. L.Van der Westhuizen, Jeanne Suzette2016-01-052016-01-052009-11http://hdl.handle.net/11660/1967Reading in South African schools is rated amongst the worst in the world. Many children come from backgrounds where reading is uncommon. Since reading is the key to the mastery of other subjects and a predictor of future success, there is mounting disquiet about learners’ reading ability. Accordingly, the principal of a secondary township school requested help with reading development. This project aimed to design a programme of reading intervention that would lead to on-going, sustainable second language reading development, with the focus on improving the educators’ skills to teach reading. Because the chosen methodology was action research, the teachers were included as participants and co-researchers. An additional aim was to reflect critically on the interventions in order to ensure more generalised understanding of an educational problem. The results of this study will have value in that they will facilitate a closer understanding of reading development in one township school as an example of a general educational problem.enDissertation (M.A. (English))--University of the Free State, 2009Language arts (Secondary) -- South AfricaReading (Secondary) -- South AfricaDevelopmental reading -- South AfricaLanguage empowermentReading developmentSecondary school readingCulture of readingSustainabilityDissertationUniversity of the Free State