Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/4587
DC FieldValueLanguage
dc.contributor.authorLivingston, Candice-
dc.contributor.authorKlopper, Betsie-
dc.contributor.authorCox, Sanet-
dc.contributor.authorUys, Cornelia Susanna-
dc.date.accessioned2016-07-20T06:08:08Z-
dc.date.available2016-07-20T06:08:08Z-
dc.date.issued2015-
dc.identifier.citationLivingston, C., Klopper, B. & Cox, S., 2015, ‘The impact of an academic reading programme in the Bachelor of Education (intermediate and senior phase) degree’, Reading & Writing 6(1), Art. #66, 11 pages.en_US
dc.identifier.urihttp://dx.doi. org/10.4102/rw.v6i1.66-
dc.identifier.urihttp://hdl.handle.net/11189/4587-
dc.description.abstractResearch regarding the academic reading load experienced by first year students at universities in South Africa indicated that students are woefully under-prepared to deal with this load as they have limited reading experiences and strategies. This led to the implementation of an academic reading programme at a university of technology. In order to measure the impact of this academic reading programme, a sequential explanatory mixed-method model was designed to determine if the reading programme had led to any significant gains in reading speed and reading comprehension. The results of the empirical study indicated that the academic reading programme improved reading speed whilst maintaining comprehension.en_US
dc.language.isoenen_US
dc.publisherAOSIS Publishingen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/en
dc.subjectAcademic reading loaden_US
dc.subjectFirst year university studentsen_US
dc.subjectAcademic reading programmeen_US
dc.subjectReading speeden_US
dc.subjectReading comprehensionen_US
dc.titleThe impact of an academic reading programme in the Bachelor of Education (intermediate and senior phase) degreeen_US
dc.type.patentArticleen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
Dr. Corrie Uys
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