Original Research

Promoting reading skills or wasting time? Students’ perceived benefits of reading in an intermediary programme at the Vaal University of Technology

Linda Scott, Elaine Saaiman
Reading & Writing | Vol 7, No 1 | a82 | DOI: https://doi.org/10.4102/rw.v7i1.82 | © 2016 Linda Scott, Elaine Saaiman | This work is licensed under CC Attribution 4.0
Submitted: 07 March 2015 | Published: 20 May 2016

About the author(s)

Linda Scott, Education, Vaal University of Technology, South Africa
Elaine Saaiman, Education, Vaal University of Technology, South Africa


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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.

Keywords: Reading; Linguistically diverse


Keywords

Reading; Linguistically diverse

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Crossref Citations

1. Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits
Naomi A. Boakye
Reading & Writing  vol: 8  issue: 1  year: 2017  
doi: 10.4102/rw.v8i1.153