Abstract
M.Ed.
The intention of this mini-dissertation was to establish the success of a specific computer-based reading programme presented at a selected secondary school. The Selected School admitted a growing number of learners during the past few years whose reading skills were so limited that their scholastic track record was affected, creating a substantial problem for the school. To address this predicament the school decided to establish a computer-based reading programme consisting of selected software available in a computer reading lab, as well as reading guidance in the media centre. It was available to all the learners from grade eight to grade ten, regardless of their reading abilities. The Grade 11 and 12 learners who experienced learning problems also participated in the programme. The ulterior aim was to establish whether the reading programme complied with the initial expectations of the school. To answer this question the programme was researched and evaluated as a unit. The various aspects of the reading programme were included in the research and the initial anticipation of the school was taken into account.
The research methodology was that of a case study. A single 'case', namely; The Selected
School's computer-based reading programme, was studied in depth. The computer-based
reading programme was investigated as a unit and explored in depth. This study was an
empirical qualitative inquiry that investigated a contemporary phenomenon namely the reading programme in its real life context at the Selected School over a single time period.
The research question of this study asked how it could be established to what extent a
computer-based reading programme is presented successfully in a secondary school context. The answer to the research question was guided by answering several sub questions: how effective the programme was in providing reading instruction, how effective the software design was, how the learners and teachers experienced the computer-based reading programme, and how usable the software was that was utilised in the computer-based reading programme. Preparatory literature studies were conducted to provide a theoretical background and to extend my knowledge as researcher. This was an ongoing process throughout the research study. The literature study served as a basis to analyse and interpret the data, and gave a broader insight into the field of computer-based reading for learners at secondary schools. It study provided a holistic indication of the current level of knowledge, important issues and recent developments in this field.
After analysing the data the conclusion was drawn that the reading programme, as it was
presented at The Selected School, did have the capacity to provide effective reading instruction to the School's secondary school learners. Mostly, the design of the educational reading software complied with the criteria for effective educational design of educational software. It is believed that the software may be effectively used in educational environments for reading education. Both learners and teachers experienced the reading programme as a successful resource that could be utilised and applied to their benefit. The reading software complied with all the criteria of usability and the conclusion was drawn that it is useful in a secondary school context to supply reading instruction.