A reader must have a wide range of capacities and abilities to comprehend. This include cognitive capacities (e.g., attention, memory, a critical analytic ability, inferencing, visualization ability), motivation (a purpose for reading, an interest in the content being read, self-efficacy as a reader), and various types of knowledge (vocabulary, domain and topic knowledge, linguistic and discourse knowledge, knowledge of specific comprehension strategies). The process involves simultaneously extracting and constructing meaning through interaction and involvement with text.
Published in Chapter:
Maximizing Students' Learning Success Through Lab-on-Line: The University of Namibia Experience
Minda M. B. Marshall (LectorSA, South Africa), Simon George Taukeni (University of Fort Hare, South Africa & University of Namibia, Namibia), Rheinhold Disho Muruti (University of Namibia, Namibia), Gibert Likando (University of Namibia, Namibia), Cynthy Kaliinasho Haihambo (University of Namibia, Namibia), Mathilde Shihako (University of Namibia, Namibia), Chamelle De Silva (University of Namibia, Namibia), and Marshall M. (LectorSA, South Africa)
Copyright: © 2020
|Pages: 15
DOI: 10.4018/978-1-7998-0319-5.ch012
Abstract
This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).