| Summary: | M.Ed. (Educational Linguistics) === This study focuses on the reading proficiency in English of black students who are attending an academic support school. From observations made on the difficulties experienced by many students in successfully completing reading tasks in the classroom., it appeared that many of these students were not proficient readers. As reading is a multi-dimensional research phenomenon, various dimensions of reading, which include bottom-up proficiency, top-down proficiency, metacognition, and affective and socio-cultural factors, have been investigated. While reading proficiency is the focus of the study, the relationship between reading and language proficiency as well as the influence of the sociocultural and educational background of the student on his reading have also been investigated. The research design for investigating the problem included a review of literature on the various reading models and on reading pedagogy, as well as on the relationship between language proficiency and reading proficiency. Literature on the influence of a disadvantaged sociocultural and educational background on reading proficiency was also reviewed. From these readings it was evident that reading is a complex process, the nature of which is still being investigated by reading theorists. Furthermore, the literature reviewed seemed to indicate that there is a relationship between language proficiency and reading proficiency, as well as a relationship between the sociocultural and educational background of the student and reading proficiency. The literature review was followed by a micro-genetic investigation of the research problem by a full participant researcher. Data were collected from nine students and processed. The findings indicate that most of the students are not proficient readers even though their bottom-up proficiency is adequate. Furthermore, it was found that a relationship between language proficiency and between sociocultural status and educational disadvantage and reading proficiency, does appear to exist. To conclude the investigation, suggestions for teacher training in reading pedagogy and for the teaching of reading in secondary schools to English Second Language readers were made. Finally, a model for reading pedagogy, which includes various aspects of the reading process, was devised.
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