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Scaffolding academic literacy using the reading-to-learn methodology: an evaluative study

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dc.contributor.advisor Anthonissen, Prof C
dc.contributor.author Millin, Tracey Jane
dc.date.accessioned 2017-05-24T11:35:07Z
dc.date.available 2017-05-24T11:35:07Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/20.500.11892/182278
dc.description.abstract A literacy development programme developed in Australia to support the educational success of marginalised learners was introduced to grade 11 learners in two Western Cape schools over a period of six months. Relying on recent work which confirms a correlation between literacy performance at school, social conditions and educational practices, this study checked for measurable outcomes in selected academic writing conventions. From a cross-sectional perspective (across schools) the greatest overall improvement was among the weaker cohort of students from the school in a low socioeconomic area. Similar greater overall gains of initially weaker students were also evidenced from a time series (within school) perspective. This indicates a possible convergence (or ‘catch-up’) effect for learners who showed a lag in pre intervention testing. en_ZA
dc.language.iso en en_ZA
dc.subject Literacy development programme en_ZA
dc.subject Educational success - Support en_ZA
dc.subject Marginalised learners en_ZA
dc.title Scaffolding academic literacy using the reading-to-learn methodology: an evaluative study en_ZA
dc.type Thesis en_ZA


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