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dc.contributor.advisorVan Wyk, A. L.
dc.contributor.authorVan der Westhuizen, Jeanne Suzette
dc.date.accessioned2016-01-05T12:05:56Z
dc.date.available2016-01-05T12:05:56Z
dc.date.issued2009-11
dc.identifier.urihttp://hdl.handle.net/11660/1967
dc.description.abstractReading 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.en_ZA
dc.description.sponsorshipRaubex Constructionen_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.A. (English))--University of the Free State, 2009en_ZA
dc.subjectLanguage arts (Secondary) -- South Africaen_ZA
dc.subjectReading (Secondary) -- South Africaen_ZA
dc.subjectDevelopmental reading -- South Africaen_ZA
dc.subjectLanguage empowermenten_ZA
dc.subjectReading developmenten_ZA
dc.subjectSecondary school readingen_ZA
dc.subjectCulture of readingen_ZA
dc.subjectSustainabilityen_ZA
dc.titleThe development of reading at a township school: an action research studyen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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