Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school
Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2006.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Published: |
University of Pretoria
2013
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613718446080001 |
|---|---|
| access_status_str | Open Access |
| author2 | Bouwer, A.C., 1946- |
| author_browse | Bouwer, A.C., 1946- |
| author_facet | Bouwer, A.C., 1946- |
| collection | Thesis |
| dc_rights_str_mv | © 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2006. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/23201 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:40:36.114Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/23201 Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school Bouwer, A.C., 1946- cecilia@gk.up.ac.za Du Toit, Cecilia Magdalena Voluntary reading Recreational reading Reading motivation Reading promotion Periodicity Leisure reading Adolescent reading Independent reading Adolescent transitions UCTD Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2006. A basic premise of the investigation is that the acquisition and exercise of advanced reading skills are essential for effective adolescent learning. For the benefits of reading to accrue maximally, learners should continue to read avidly during leisure and long after basic reading instruction, traditionally the domain of the primary school, has ceased. The purpose of this study is to investigate factors that influence the voluntary reading of some South African adolescents, specifically at an age when they undergo emotional, intellectual, social and physical changes which influence their behaviour, habits and choices. The research problem focuses on the transition from primary to secondary school, since extant literature shows that numerous factors influence adolescents’ reading habits during this phase, sometimes resulting in declining voluntary reading. Parameters for the investigation are set by the theoretical framework, centring on four domains that highlight the research problem, namely adolescence, literature, literacy and voluntary reading. Facets of these domains are explored, specifically motivation, qualitative change and the influence of home, school and community. Vygotsky’s theories on adolescent development underscore the research, as well as research on intrinsic and extrinsic motivation since, axiomatically, reading strategies develop optimally with high motivation. Stage-environmental fit theories - applied to motivation, self-efficacy or reading development - assert that learners have different sets of psychological, cognitive and psychosocial needs at different developmental levels, and unless these needs are met, academic achievement, appreciation for learning and effective reading development can decline. The often critical transition from primary to secondary school can result in a variety of lifestyle changes, and periodicity theories support the pattern and scaffolding of these transformational factors. Merging the relevant domains with developmental theories creates a matrix of Piagetian cognitive stratification. Chall’s model of developmental reading stages crafts an epistemological foundation and further refines constructivist principles developed by Vygotsky. Together they form a network explaining factors of transitional change that influence adolescents’ voluntary reading activities. The study’s methodology is delineated and followed by a description of the qualitative research design, data collection, data analysis strategies and ethical considerations. The course of the inquiry is refined in a closer focus on three domains and an explanation of the research instruments. The strengths and limitations of the study are discussed, as well as issues of reliability, validity, authenticity and generalisability. The empirical results are extrapolated from face-to-face interviews with ten respondents and their views generate the findings after a four-tiered analysis of the interview transcripts. Themes and conclusions are couched in three domains of the theoretical framework in an endeavour to address the research problem. The final chapter offers a synthesis by interweaving the theoretical outline and empirical findings. A hypothesis opening future avenues for investigation is identified, namely the factor of the internalisation of speech on reading in general and voluntary reading in particular. Two significant findings indicate that developmental stage theories effectively describe the transitional nature of the reading experiences of Grade Eight learners, and that intrinsic motivation, mastery learning and self-efficacy views play central roles in the continuation of voluntary reading. Educational Psychology unrestricted 2013-09-06T14:44:44Z 2005-03-30 2013-09-06T14:44:44Z 2004-10-16 2006-03-30 2005-03-16 Thesis Du Toit, C 2004, Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/23201 > http://hdl.handle.net/2263/23201 http://upetd.up.ac.za/thesis/available/etd-03162005-104322/ © 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Voluntary reading Recreational reading Reading motivation Reading promotion Periodicity Leisure reading Adolescent reading Independent reading Adolescent transitions UCTD Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school |
| title | Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school |
| title_full | Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school |
| title_fullStr | Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school |
| title_full_unstemmed | Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school |
| title_short | Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school |
| title_sort | transition text and turbulence factors influencing children s voluntary reading in their progress from primary to secondary school |
| topic | Voluntary reading Recreational reading Reading motivation Reading promotion Periodicity Leisure reading Adolescent reading Independent reading Adolescent transitions UCTD |
| url | http://hdl.handle.net/2263/23201 http://upetd.up.ac.za/thesis/available/etd-03162005-104322/ |