Promoting Reading Skills or Wasting Time? Students' Perceived Benefits of Reading in an Intermediary Programme at the Vaal University of Technology

Autor/inn/en	Scott, Linda; Saaiman, Elaine
Titel	Promoting Reading Skills or Wasting Time? Students' Perceived Benefits of Reading in an Intermediary Programme at the Vaal University of Technology
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 7 (2016) 1, Artikel 82 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Foreign Countries; Reading Instruction; Distance Education; English (Second Language); Second Language Instruction; College Students; Reading Attitudes; Reading Habits; Program Effectiveness; Attitude Change; Student Attitudes; Academic Achievement; Questionnaires; Reading Programs; Behavior Change; South Africa + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; Distance study; Distance learning; Fernunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Reading behavior; Rading behaviour; Leseverhalten; Reading habit; Lesegewohnheit; Attitudinal change; Einstellungsänderung; Schülerverhalten; Schulleistung; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Notwithstanding the substantial transformation of education in South Africa in the last 20 years, specifically to redress the past inequalities, the challenges are ongoing. These challenges include tertiary institutions having to accommodate a culturally and linguistically diverse group of students, often second-language (L2) English speakers, in an English "lingua franca" classroom. This study investigated the reading attitudes and habits of students in an intermediary programme of a tertiary institution and any perceived changes to these attitudes or habits, as well as their perceptions of the promotion of reading by the programme. On successful completion of the intermediary programme, students register for the compulsory first-year English distance learning course and are required to complete a placement test. Results for students who attended the intermediary programme were compared with those of students who did not attend the intermediary programme but registered directly for mainstream. The teaching of reading appeared invaluable at the tertiary level with the indication that students' attitudes and behaviour changed and that they "inter alia" realised the academic value thereof, made decisions to take up reading as a hobby and discovered new genres. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01