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ERIC Number: EJ973686
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1011-3487
Reading Ability of in-Service Science Educators: A Preliminary Study
Kibirige, I.
South African Journal of Higher Education, v25 n8 p1526-1540 2011
Reading ability is fundamental to teaching and learning (AFT 2004). This study assessed the reading ability of 25 in-service science educators at the University of Limpopo for three science texts: Grades 7, 8 and 9, using a cloze test and exploring materials that educators read. The scores were categorised as being independent, instructional and frustrating. The results of One-way ANOVA reveal no significant differences in scores for Grades 7 and 8 texts, but significant differences in scores between Grades 7 and 8 compared to Grade 9 texts. A Tukey (HSD) post hoc test indicates that Grade 9 texts accounted for the main differences, suggesting that educators read Grade 9 texts at a frustration level. The reading ability of most of the educators was at the instructional level. Data from semi-structured interviews suggest that educators do read when preparing for classes. The implications are discussed in the light of improving reading ability of educators at higher education level. (Contains 1 figure and 3 tables.)
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa