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SOUTH AFRICA UNIVERSITY OF THE FREE STATE - QWAQWA CAMPUS. READING DEVELOPMENT PROGRAMS FOR FIRST YEAR STUDENTS AT A RURAL CAMPUS: WHERE TO START?. LEA KOENIG 2/26/2013. Why can’t we start where we always started?. The STUDENT POPULATION. Definition: Academic Literacy.

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    1. SOUTH AFRICAUNIVERSITY OF THE FREE STATE - QWAQWA CAMPUS koenigl@qwa.ufs.ac.za 2/26/2013

    2. READING DEVELOPMENT PROGRAMS FOR FIRST YEAR STUDENTS AT A RURAL CAMPUS: WHERE TO START? LEA KOENIG 2/26/2013

    3. Why can’t we start where we always started?

    4. The STUDENT POPULATION koenigl@qwa.ufs.ac.za 2/26/2013

    5. Definition: Academic Literacy Historically – RRR • read • “riting” • “rithmatic” koenigl@qwa.ufs.ac.za 2/26/2013

    6. Losing it? Of all living creatures, man is the only one with an inborn ability to read. Through every developmental stage of human history man progressed in all the various skills of language. Recently, however, the alarm was sounded that the new generation of learners are losing their grip on a basic skill like reading. koenigl@qwa.ufs.ac.za 2/26/2013

    7. Literature • Leading educational deficiency • Backlog in reading competence • Reading skills • Global problem koenigl@qwa.ufs.ac.za 2/26/2013

    8. 2 FACTORS TO CONSIDER • Academic literacy, specifically reading skills and comprehension are key factors predicting academic success. Jansen (2011:1), Lombard (2010:2), Nel, Dreyer and Klopper (2004:95) and Simmons(2011) • The schooling system – the matric results are frowned upon

    9. We need relentless revision of development programmes at universities koenigl@qwa.ufs.ac.za 2/26/2013

    10. WHAT ELSE? • NBT 2011 and 2012 reports: • 0.9% AL proficient • 0.2% QL proficient • 0% MTH proficient • Continuous support • Not only in 1st year koenigl@qwa.ufs.ac.za 2/26/2013

    11. What is my concern? • even after 3-4 years in preparation programmes - 81% do not graduate koenigl@qwa.ufs.ac.za 2/26/2013

    12. ACADEMIC CHALLENGES • LANGUAGE AND COMMUNICATION • Not so much the written language • Spoken language • Different accents • Isizulu vs. Sesotho • Sesotho in lectures koenigl@qwa.ufs.ac.za 2/26/2013

    13. Let’s be fair – Level 13 koenigl@qwa.ufs.ac.za 2/26/2013

    14. PROBLEM • A L1 reading program on the QQ campus for L2/L3 students. • Everybody started at level 13 • Only 40% referred to reading • 60% FAILED their RDP • Discontinued in 2011

    15. The questions • Entry level • Fixed • Individually evaluated • What will intervention • Impact on student achievement • How can we address it koenigl@qwa.ufs.ac.za 2/26/2013

    16. PURPOSE OF THE STUDY • NOT - research the efficiency of a L1 program for L2 students • NOT - determine the validity of entry level 13 • Determine the actual reading speed • Effectiveness if started at an appropriate level koenigl@qwa.ufs.ac.za 2/26/2013

    17. A pilot study www koenigl@qwa.ufs.ac.za 2/26/2013

    18. Survey: Students • Good reading skills are crucial • They think they are good • Want it beyond 1st year • 100 % senior students are interested in a follow-up koenigl@qwa.ufs.ac.za 2/26/2013

    19. Survey: Lecturers • Students can’t read • Not encouraged to do extra reading and research • Students see study guides as enough • Students don’t prepare for lectures • Prefer short questions • Students don’t need high literacy skills to answer MCQ koenigl@qwa.ufs.ac.za 2/26/2013

    20. METHOD • All B.Sc. UPP and Extended degree students • Individual baseline assessment • LectorSA reading development program • All started on grade 7 reading texts. • WHY? koenigl@qwa.ufs.ac.za 2/26/2013

    21. WORDS PER MINUTE • Placement evaluation: 129 • After 8 sessions: 210 • 81 wpm increase • 38.6% increase koenigl@qwa.ufs.ac.za 2/26/2013

    22. COMPREHENTION • Placement evaluation: 72 % • After 8 sessions: 58 % • 14% decrease koenigl@qwa.ufs.ac.za 2/26/2013

    23. INDEX • Placement evaluation: 90 • After 8 sessions: 147 • 57 index point increase • 38% increase koenigl@qwa.ufs.ac.za 2/26/2013

    24. GRADELEVEL • Placement evaluation: 2.6 • After 8 sessions: 7.6 • 5 grade levels • 65.8%increase koenigl@qwa.ufs.ac.za 2/26/2013

    25. koenigl@qwa.ufs.ac.za 2/26/2013

    26. koenigl@qwa.ufs.ac.za 2/26/2013

    27. Comparing first year reading levels University of Pretoria: Jnr Tukkies programme University of the Free State: Science Access 0.0% achieved the norm Grade Level 2.6 8 sessions intervention Grade Level 7.6 • 0.034% achieved the norm • Grade Level 3 • 8 sessions intervention • Grade Level 11 koenigl@qwa.ufs.ac.za 2/26/2013

    28. Why a relevant RDP? • 99% of our students study in a second OR third language • Individual evaluations determine levels of competency • Start at the level they are capable to handle (7) • Students continue until they reach the expected level with good comprehension koenigl@qwa.ufs.ac.za 2/26/2013

    29. WHAT DOES READING HAVE TO DO WITH “MODERN”ACADEMIC LITERACY? koenigl@qwa.ufs.ac.za 2/26/2013

    30. New academic literacy? koenigl@qwa.ufs.ac.za 2/26/2013

    31. You still have to READ your smart device. (Or at least my notes to start with)

    32. SO WHAT DID WE LEARN? • All students lack proper reading skills • Need individual levels of intervention • All students improved (0 to 2) • 8 sessions already made a difference • 20 sessions will be amazing koenigl@qwa.ufs.ac.za 2/26/2013

    33. Back to concerns • No reading programme • Critically low reading levels • Poor reading skills koenigl@qwa.ufs.ac.za 2/26/2013

    34. Where do we start? koenigl@qwa.ufs.ac.za 2/26/2013

    35. Suggestions – short term • Compulsory for 1st year • Open to all students • Start on individual level • 250-280 exemption. koenigl@qwa.ufs.ac.za 2/26/2013

    36. Suggestions – long term • Sustainable reading program • Develop scientific language • Module specific reading material • Construct a new framework for L2 koenigl@qwa.ufs.ac.za 2/26/2013

    37. We need to start … koenigl@qwa.ufs.ac.za 2/26/2013

    38. Thank you Lea Koenig koenigl@qwa.ufs.ac.za

    39. QUESTIONS?

    40. Burrel, K.I. 1997. How Do We Know What We Are Preparing Our Students For? A Reality Check of One University's Academic Literacy Demands? Research and Teaching in Developmental Education, v13 n2 p55-70 Spring 1997. • Du Toit, C. and Bouwer, C. 2009. Transitional influences on early adolescents’ reading development. Perspectives in Education, Volume 27(1), March 2009 91 • International NLP personal coaching. 2010. Weblog, accessed 7 March 2011. • Why Many University Students Hate Lecture Notes. Posted on14 July 2010. • http://www.leadingedgeoflife.com/2010/07/14/reading-comprehension-higher-education/ • Irvin, J.L., Douglas, D.R. and Klemp, R.M. 2003. Reading and the high school student. Strategies to enhance Literacy. Pearson Education Incorporated. • Jansen, J. 2012. Employers dismayed by graduates' lack of basic skills. Education News. http://mg.co.za/article/2012-01-19-graduates-lack-of-skills-affect-workplace-says-jansen Retrieved on 26 April 2012. • Lombard, P. 2010. LectorSA reading Solutions. RE: Project for improving reading skills of Junior Tukkie students. http://web.up.ac.za/default.asp?ipkCategoryID=13309&articleID=4430 • Retrieved: 2011-09-14 • Marlow,E. 1991. Reading on Higher Education Level. Journal of Reading. • ED 336 725 CS010706. http://www.eric.ed.gov/PDFS/ED336725.pdf • Retreived: 19 January 2011 • Marshall, M. 2011. Visual Skills Development and reading improvement through Lector Solutions Module. Newsletter 2011/05/04. info@lectorsa.com • National Benchmark Tests. 2011. UFS 2011 First year students’ National Benchmark Tests at a glance.