Die oordrag van leesbegripstrategieë op ander akademiese vakke op universiteitsvlak

Abstract

The purpose of the research on which this article is based is to address the necessity for reading comprehension development in higher education. According to the White Paper for Post-School Education and Training Act (2013), only 15 percent of students in higher education complete their studies successfully. This is well below the international standard of 25 percent for students within a three-year degree course in contact education (residential education). The challenge facing universities is to ensure a higher throughput rate. This study aimed to investigate a potential solution to one of the facets of this challenge. One such an initiative is Leesnet, an academic reading comprehension programme which has been implemented within the Cape Peninsula University of Technology (CPUT), Wellington campus, since 2010. Leesnet is a reading comprehension strategy programme which aims to promote general academic performance in all content areas. The purpose of this research study was to explore and describe the nature and extent of transfer of reading comprehension strategies from Leesnet to one of the content areas in the curriculum, namely geography. A gap in recent research is identified regarding the nature and extent of transfer of reading comprehension strategies within tertiary education. Helfenstein (2005:87) mentions that transfer in particular is under-emphasised and suggests the investigation of the outcomes of traditional approaches. The findings indicate that a degree of positive transfer occurred. The rich, qualitative data furthermore showed awareness by participants of their own metacognition during the reading process; it highlights the conscious use of reading comprehension strategies and the context within which these strategies were transferred.