A blended-learning approach to strategy training for improving second-language reading comprehension in South Africa

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dc.contributor.advisorDu Toit, R. O.en_ZA
dc.contributor.advisorBergman, E. K.en_ZA
dc.contributor.authorKlapwijk, Nanda Mariaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
dc.date.accessioned2010-02-23T12:29:52Zen_ZA
dc.date.accessioned2010-06-01T08:53:45Z
dc.date.available2010-02-23T12:29:52Zen_ZA
dc.date.available2010-06-01T08:53:45Z
dc.date.issued2008-03en_ZA
dc.descriptionThesis (MPhil (Modern Foreign Languages))--Stellenbosch University, 2008.
dc.description.abstractIt is widely recognized that learning to read is one of the most crucial learning processes in which children are involved at primary school. However, becoming a proficient reader is not equally easy for all learners. When it comes to the development of reading comprehension many children appear to have persistent problems. In order to meet the reading needs of students in the 21st century, educators are pressed to develop effective instructional means for teaching strategies to improve reading comprehension. The ability to read academic texts is considered one of the most crucial skills that students of English as a Second Language need to acquire. Reading comprehension has become the “essence of reading” (Dreyer & Nel, 2003:349). Literacy, and more specifically reading, is one of many areas where research has provided evidence of the potential impact of technology such as multimedia and hypermedia. If one looks broadly at the issue of technology and literacy, one of the more rewarding issues for educators is the role of technology in literacy acquisition and instruction, especially for primary grade learners (Pearson et al, 2005:3). This study aims to support the growing trend of an increasingly “paired” literacy, namely that of general literacy and computer (or technological) literacy. The study proposes that through implementing an overall blended-learning methodology for teaching learners how to use reading strategies, it will be possible to improve learners’ general reading comprehension levels.en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/2618
dc.language.isoenen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectReading comprehensionen_ZA
dc.subjectReading strategy instructionen_ZA
dc.subjectBlended learningen_ZA
dc.subjectSecond-language learningen_ZA
dc.subjectDissertations -- Languageen_ZA
dc.subjectTheses -- Languageen_ZA
dc.subject.otherModern Foreign Languagesen_ZA
dc.titleA blended-learning approach to strategy training for improving second-language reading comprehension in South Africaen_ZA
dc.typeThesisen_ZA
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