Making a case for the teaching of reading across the curriculum in higher education

Bharuthram, Sharita

doi:10.15700/saje.v32n2a557

Cited by 81 publications

(83 citation statements)

References 21 publications

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“…It should, however, not be interpreted that these students have the ability to proficiently exercise appropriate judgment or apply the concepts contained in the Framework. A student's ability to access and decode the content of the Framework with the necessary comprehension is only the foundation for further development of their ability to analyze, critique, evaluate and synthesize the content (Bharuthram, 2012) and ultimately apply judgment in financial reporting. …”

Section: Resultsmentioning

confidence: 99%

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

Rensburg

Coetzee

Schmulian

2014

Journal of Accounting Education

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Section: Resultsmentioning

confidence: 99%

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

Rensburg

Coetzee

Schmulian

2014

Journal of Accounting Education

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“…Benchmarking Test (NBT) (Cliff 2015;Bharuthram 2012). The NBT assesses students' ability to read carefully and extract meaning from texts which are of the kind they will encounter during their studies in higher education.…”

Section: Participants In the Studymentioning

confidence: 99%

Supporting the academic success of first-year students in South Africa: A study of the epistemological access they acquired through a lecture and text

Rusznyak

Dison

Moosa

et al. 2017

SAJHE

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Much is at stake with regard to academic success of first-year students in higher education. This article presents the findings of an empirical study which looks at shifts in students' understanding of a concept through a systematic sequence of learning opportunities in a university-based course.While 89 per cent of participants could satisfactorily identify criteria of the concept following an introductory lecture, only 41 per cent could adequately articulate their understanding of that concept. One third of the participants did not read the prescribed text. For students who did the reading, lectures and the provision of reading materials provided sufficient opportunities for half of them satisfactorily to comprehend the requisite concepts. The findings reinforce the necessity of follow-up sessions to provide opportunities for concept consolidation and students adequately to articulate their understanding.

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“…Obviously, the need for inclusion of techniques that will activate students' willingness to read in order to develop an appreciation for the various strategies that good readers use in a meaningful way becomes evident. According to Bharuthram (2012), Cliff et al (2007) and Pretoruis (2000), through independent reading students are able to comprehend texts and other reading materials. The understanding of their reading materials would enable them to analyse, critique, paraphrase, summarise and synthesise information appropriately.…”

Section: Reading At Tertiary Levelmentioning

confidence: 99%

A Needs Analysis for a Discipline-Specific Reading Intervention

Boakye¹,

Mbong²

2016

ELT

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This paper reports on a needs analysis that sought to explore students' reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the students in the first-year Sociology class. A survey using an open-ended questionnaire was used to explore students' reading challenges. The responses were analysed using content analysis. The analysis showed a variety of learner needs and revealed that most of the students have difficulty in reading their first-year Sociology texts. Comprehension was the main challenge, but other specific areas such as vocabulary, length of texts, language, and affective issues such as motivation and interest were also mentioned. The findings show that this cohort of first-year Sociology students had reading challenges that involve cognitive, language and affective issues. Based on the results of the needs analysis an intervention programme that addresses cognitive, language and affective issues is recommended for this cohort of students.

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Making a case for the teaching of reading across the curriculum in higher education

Cited by 81 publications

References 21 publications

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

Supporting the academic success of first-year students in South Africa: A study of the epistemological access they acquired through a lecture and text

A Needs Analysis for a Discipline-Specific Reading Intervention

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