Original Research

The impact of an academic reading programme in the Bachelor of Education (intermediate and senior phase) degree

Candice Livingston, Betsie Klopper, Sanet Cox, Corrie Uys
Reading & Writing | Vol 6, No 1 | a66 | DOI: https://doi.org/10.4102/rw.v6i1.66 | © 2015 Candice Livingston, Betsie Klopper, Sanet Cox, Corrie Uys | This work is licensed under CC Attribution 4.0
Submitted: 30 October 2014 | Published: 29 May 2015

About the author(s)

Candice Livingston, Education Faculty, Cape Peninsula University of Technology, South Africa
Betsie Klopper, Education Faculty, Cape Peninsula University of Technology, South Africa
Sanet Cox, Cape Peninsula University of Technology
Corrie Uys, Education Faculty, Cape Peninsula University of Technology


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Abstract

Research 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.

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Crossref Citations

1. Promoting literacy through reading programmes for first-year university students
Dianne Shober
Reading & Writing  vol: 7  issue: 1  year: 2016  
doi: 10.4102/rw.v7i1.117