An assessment of reading in first language (L1) and second language (L2) learners who experience barriers to learning

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dc.contributor.authorLathy, Heidi Lisa Ireland
dc.date.accessioned2008-05-26T13:09:07Z
dc.date.available2008-05-26T13:09:07Z
dc.date.issued2008-05-26T13:09:07Z
dc.description.abstractNot many studies exist in the literature on reading in South Africa which examine the differences between the reading performance of first (L1) and second (L2) language English speaking learners, particularly those who experience barriers to learning. Using archival material from the Education Clinic of the University of the Witwatersrand, this study compared the results on the Stanford Diagnostic Reading Test (Brown Level) for a group of 43 high school L1 (20) and L2 (23) learners identified as experiencing barriers to learning. In line with international research on reading difficulties skills (Ben-Zeev, 1984; Baker, 1988; Drucker, 2003; Cummins, 1989,1991; Miller, 1984; Droop and Verhoeven, 1998), it was found that the L2 students performed significantly below the level of their L1 counterparts in Auditory Vocabulary and Reading Comprehension. The results on the Phonetic Analysis were found to be similar for both groups.en
dc.format.extent776609 bytes
dc.format.extent8722 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10539/4890
dc.language.isoenen
dc.subjectfirst language (L1)en
dc.subjectsecond language (L2)en
dc.subjectreadingen
dc.subjectvocabularyen
dc.subjectreading comprehensionen
dc.subjectStanford Diagnostic Reading Testen
dc.subjectbarriers to learningen
dc.titleAn assessment of reading in first language (L1) and second language (L2) learners who experience barriers to learningen
dc.typeThesisen
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