Abstract
D.Ed. (Educational Psychology)
The aim of this inquiry was to develop a reading intervention programme for
adolescents in order to address reading difficulties and enhance reading
proficiency. To this end, the research employed Geoffrey Mills’ Dialectical Action
Research Spiral (2003), which consists of four phases. Phase one involves
identifying an area of focus, which in this case was to understand the reading
needs of adolescence in order to develop a relevant reading intervention
programme. Phase two is collecting data. I identified two questions I wanted to
address, the first of which was what are the reading needs of adolescents? Second,
what should be included in a reading intervention programme for adolescents?
To answer the first question, the learners were assessed using the WIAT-II (UK)
scholastic assessment (reading subtests only), and to answer the second, focus
group interviews were conducted with staff and two matric student committees. In
order to analyse and interpret the data obtained, which is the third phase of Mills’
research spiral, the WIAT-II (UK) results were analysed using a Rasch model, while
the focus group interviews were coded using constant comparison analysis.
The findings of the study were as follows. First, the Rasch analysis of the WIAT-II
(UK) suggests that there are three areas of reading that require attention: long
vowel sounds, application of higher order thinking skills in reading comprehension
activities, and exceptions to the rules of English. The findings further indicated
that while the WIAT-II (UK) is an appropriate measure of reading ability of learners
who experience difficulties in reading, it is not an appropriate general screening tool
because of a lack of difficult test items. The qualitative data analysis of the focus
group interviews yielded three themes. These were: Considering Different Levels
of Reading Ability, Methodology, Skills and Techniques to be Addressed in a
Reading Intervention Programme, and lastly, Psychological Aspects of Reading. All
of these have a number of subthemes.
These findings were then used to address Mills’ fourth phase, developing a
reading intervention programme. This programme was designed to address two
areas of need. First, Psychoeducation and Training for Teachers and Support Staff,
and secondly, a Reading Intervention Programme for Adolescents, with both a
general workshop...