An investigation into the effect of an Extensive Reading Programme on bilingual Grade 3 learners’ reading attitudes in two primary schools in Grahamstown
- Authors: Nkomo, Sibhekinkosi Anna
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD , text
- Identifier: http://hdl.handle.net/10962/7723 , vital:21289
- Description: The focus of this study is to explore formative intervention of a bilingual Extensive Reading Programme (ERP) in two Grade 3 classes in Grahamstown, South Africa. ERP involves access to large quantities of reading materials for pleasure and to reading opportunities (Bamford & Day, 2002; Krashen 2004). The current focus on measurable reading achievement in clearly defined areas such as vocabulary, fluency and comprehension has resulted in reduced attention towards the affective component in relation to literacy development, and links attitudes to reading success. This study helps to fill this gap by examining the effect of an ERP on the reading attitudes of Grade 3 learners. The study draws on Cultural Historical Activity Theory (CHAT) to make sense of learning and social change through mediation, scaffolding, interaction and collaboration learning. The ERP is located within a broad framework of literacy and incorporates a balanced reading approach implemented in an informal reading setting so as to motivate, encourage and nurture reading for enjoyment. This formative intervention used expansive learning cycles to develop a responsive ERP that was implemented and evaluated to investigate its effects on learners’ reading attitude. There were three phases (pre-, during- and post- intervention) that were designed over 31 weeks where rich, qualitative data was collected from questionnaires, observations, learners’ drawings and interviews. To make sense of this data, concepts from CHAT such as contradictions, expansive learning, double stimulation, transformative agency and sustainability were used (Engestrom & Sannino, 2010; Haapasaari & Kerosuo, 2015; Saninno, 2015). In addition, Mathewson’s (1994) reading attitude model addressed the attitudinal aspects of the study whilst a multimodal social semiotic perspective (Kress & Van Leeuwen, 1996) was used to analyse learners’ drawings. The findings of this study demonstrate the effectiveness of combining top-down and bottom-up reading methodologies. In both research sites there was appreciable change in the number of books learners read. Learners also began to volunteer to read and participated in book talks. Through access to a variety of reading materials and reading opportunities, learners demonstrated agency, criticising some ERP practices and modelling new ways, thus claiming and sustaining the reading programme. Being provided with a safe, informal learning context where reading was presented as a social activity, learners gained confidence, engaged in meaningful discussions and improved their self- esteem. Finally, learners continue to access these resources even beyond the research programme.
- Full Text:
- Date Issued: 2017
- Authors: Nkomo, Sibhekinkosi Anna
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD , text
- Identifier: http://hdl.handle.net/10962/7723 , vital:21289
- Description: The focus of this study is to explore formative intervention of a bilingual Extensive Reading Programme (ERP) in two Grade 3 classes in Grahamstown, South Africa. ERP involves access to large quantities of reading materials for pleasure and to reading opportunities (Bamford & Day, 2002; Krashen 2004). The current focus on measurable reading achievement in clearly defined areas such as vocabulary, fluency and comprehension has resulted in reduced attention towards the affective component in relation to literacy development, and links attitudes to reading success. This study helps to fill this gap by examining the effect of an ERP on the reading attitudes of Grade 3 learners. The study draws on Cultural Historical Activity Theory (CHAT) to make sense of learning and social change through mediation, scaffolding, interaction and collaboration learning. The ERP is located within a broad framework of literacy and incorporates a balanced reading approach implemented in an informal reading setting so as to motivate, encourage and nurture reading for enjoyment. This formative intervention used expansive learning cycles to develop a responsive ERP that was implemented and evaluated to investigate its effects on learners’ reading attitude. There were three phases (pre-, during- and post- intervention) that were designed over 31 weeks where rich, qualitative data was collected from questionnaires, observations, learners’ drawings and interviews. To make sense of this data, concepts from CHAT such as contradictions, expansive learning, double stimulation, transformative agency and sustainability were used (Engestrom & Sannino, 2010; Haapasaari & Kerosuo, 2015; Saninno, 2015). In addition, Mathewson’s (1994) reading attitude model addressed the attitudinal aspects of the study whilst a multimodal social semiotic perspective (Kress & Van Leeuwen, 1996) was used to analyse learners’ drawings. The findings of this study demonstrate the effectiveness of combining top-down and bottom-up reading methodologies. In both research sites there was appreciable change in the number of books learners read. Learners also began to volunteer to read and participated in book talks. Through access to a variety of reading materials and reading opportunities, learners demonstrated agency, criticising some ERP practices and modelling new ways, thus claiming and sustaining the reading programme. Being provided with a safe, informal learning context where reading was presented as a social activity, learners gained confidence, engaged in meaningful discussions and improved their self- esteem. Finally, learners continue to access these resources even beyond the research programme.
- Full Text:
- Date Issued: 2017
Diurnal and seasonal variations of the F2 region of the Antarctic ionosphere
- Authors: Williams, Morgan Howard
- Date: 1972
- Subjects: Harmonic analysis , Ionosphere -- Antarctic Ocean
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5548 , http://hdl.handle.net/10962/d1013459
- Description: [From Introduction, p. 2] The first chapter of this thesis deals with an analysis of F2 critical frequency data first for SANAE and then for eleven other Antarctic and sub-Antarctic stations covering the period 1957 to 1969. This shows certain aspects of the F2 behaviour. Some of the results of this chapter have been reported in a paper by Gledhill and Williams. The two most important mechanisms thought to be responsible for the Antarctic f₀F2 behaviour are incoming corpuscular radiation and horizontal neutral winds. These two mechanisms together with two others (the temperature theory of Torr and Torr and the semi-annual variation of neutral atmospheric density) are discussed in detail in part 2 (Chapters 2 to 4) with a view to discovering which aspects of the f₀F2 behaviour over Antarctica can be explained by each theory. An attempt is made in Part 3 (Chapters 5 and 6) to explain the observed behaviour by solving the continuity equation of the ionosphere for high-latitude stations. Finally, besides the critical frequency, another parameter of importance in explaining the behaviour in the F2 region is the height at which the F2 maximum occurs. This quantity cannot be read directly from an ionogram and it is not an easy quantity to determine. In fact the way in which it is usually obtained is by "scaling" the ionogram in question and converting the virtual heights obtained into real heights. In Part 4 (Chapter 7 and 8) an outline is given of the two computer programs which were written to perform this conversion.
- Full Text:
- Date Issued: 1972
- Authors: Williams, Morgan Howard
- Date: 1972
- Subjects: Harmonic analysis , Ionosphere -- Antarctic Ocean
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5548 , http://hdl.handle.net/10962/d1013459
- Description: [From Introduction, p. 2] The first chapter of this thesis deals with an analysis of F2 critical frequency data first for SANAE and then for eleven other Antarctic and sub-Antarctic stations covering the period 1957 to 1969. This shows certain aspects of the F2 behaviour. Some of the results of this chapter have been reported in a paper by Gledhill and Williams. The two most important mechanisms thought to be responsible for the Antarctic f₀F2 behaviour are incoming corpuscular radiation and horizontal neutral winds. These two mechanisms together with two others (the temperature theory of Torr and Torr and the semi-annual variation of neutral atmospheric density) are discussed in detail in part 2 (Chapters 2 to 4) with a view to discovering which aspects of the f₀F2 behaviour over Antarctica can be explained by each theory. An attempt is made in Part 3 (Chapters 5 and 6) to explain the observed behaviour by solving the continuity equation of the ionosphere for high-latitude stations. Finally, besides the critical frequency, another parameter of importance in explaining the behaviour in the F2 region is the height at which the F2 maximum occurs. This quantity cannot be read directly from an ionogram and it is not an easy quantity to determine. In fact the way in which it is usually obtained is by "scaling" the ionogram in question and converting the virtual heights obtained into real heights. In Part 4 (Chapter 7 and 8) an outline is given of the two computer programs which were written to perform this conversion.
- Full Text:
- Date Issued: 1972
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