The current study aimed to develop a model of reading comprehension for children in middle primary school. As part of this overall aim there was a particular focus on the contribution of different types of memory to reading comprehension. The variables selected for consideration were identified from the child and adult literature and were of three types: word reading, language, and memory. The sample comprised 180 primary school children in grades 3-5 recruited from two primary schools. Their ages ranged from 8 years 7 months to 11 years 11 months.
The reading comprehension measure was in a multiple-choice format with the text available when answering the questions. The five word reading measures were phonological recoding, orthographic processing, text reading accuracy, text reading speed, and a measure of exposure to print and reading experience.
This PhD by project was partially funded by a scholarship from the German Academic Exchange Service and a grant from the Telematics Course Development Fund Trust.
This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through an introductory course on computer programming.
The accommodation of learning styles with different forms of instruction has been shown to improve learning gain and learner attitudes in several classroom-based studies. In a classroom environment, one instructor usually teaches many learners simultaneously and as such, individualised instruction can be tedious and time-consuming. In comparison, an e-learning environment can respond to every learner and his or her needs individually with a timely and precise adaptation of learning materials.
This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding.
Except for the correction of a few typographical errors, this version of my thesis submitted for the degree of Doctor of Philosophy on 31 March, 1988 is materially identical to the copies deposited with the Faculty of Arts and the Department of Linguistics at the University of Sydney. However, in order to make this web version more readable on a screen, some of the fonts have been changed, as well as other small changes made to the appearance of some tables and figures. These changes have resulted in changes to the pagination of the original thesis.
