| Summary: | The aim of the research was to determine what the reading efficiency levels of at-risk
first year students are. Secondly to determine in which way, if any, the reading
efficiency levels of at-risk first year students will improve after completing a reading
enrichment and learning development course. Thirdly to determine in which way the
academic achievement of at-risk first year students will be affected, if at all, by this
learner support programme.
As basis of the empirical research a pre-post- test experimental design was used. The
at-risk students' reading efficiency levels were determined by means of a infra red
Visagraph II apparatus. Academic achievement for the purpose of this study was
determined by means of the first (pre-test) and third (post-test) Psychology class test.
The results of the Learning and Study Strategy Inventory questionaire were used to
determine if the learner support programme made a difference to at-risk first years'
study strategies. The quantitive results were qualitively analysed and discussed.
The results showed that the reading efficiency levels of the identified students were at
least four levels below the required reading efficiency levels for their age group.
Statistical and practical meaningful improvement in reading efficiency levels as well
as improvement in their academic achievement levels were found in the experimental
groups' results. The results indicated that this Inclusive form of learner support made
a meaningful difference.
Resulting from these findings recommendations for future studies were made. === Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001
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