Establishing criteria to evaluate reading programmes intended for intermediate to advanced level ESL learners in South African schools

Chipasula, Esther Kamana (1996) Establishing criteria to evaluate reading programmes intended for intermediate to advanced level ESL learners in South African schools. Masters thesis, Rhodes University.

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Abstract

This study set out to formulate criteria for evaluating reading comprehension materials intended for ESL readers in~high schools in South Africa. Such criteria may help teachers in selecting textbooks which have theoretically-informed reading programmes. It was first necessary, therefore, to isolate those points from reading comprehension theory that could be included in the criteria. Secondly, other checklists/criteria in ESL evaluation were examined to identify a framework within which to work. In the first draft, questions to be included in the criteria/checklist were formulated using justification from reading comprehension theory. A focus group technique was then used to obtain preliminary feedback on the usability of the checklist. Suggestions from the focus group were used to revise the cri teria . A final checklist was prepared which teachers could use as an instrument to evaluate reading comprehension programmes in language textbooks.

Item Type:Thesis (Masters)
Uncontrolled Keywords:English language, South Africa, Reading comprehension
Subjects:L Education > L Education (General)
P Language and Literature > PE English
Divisions:Faculty > Faculty of Education > Education
Supervisors:Murray, Sarah
ID Code:3250
Deposited By: Mrs Carol Perold
Deposited On:31 Aug 2012 14:04
Last Modified:31 Aug 2012 14:04
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