IDEAS home Printed from https://ideas.repec.org/a/ibn/eltjnl/v9y2016i3p235.html
   My bibliography  Save this article

A Needs Analysis for a Discipline-Specific Reading Intervention

Author

Listed:
  • Naomi Boakye
  • Magdaline Mai

Abstract

This paper reports on a needs analysis that sought to explore students’ reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the students in the first-year Sociology class. A survey using an open-ended questionnaire was used to explore students’ reading challenges. The responses were analysed using content analysis. The analysis showed a variety of learner needs and revealed that most of the students have difficulty in reading their first-year Sociology texts. Comprehension was the main challenge, but other specific areas such as vocabulary, length of texts, language, and affective issues such as motivation and interest were also mentioned. The findings show that this cohort of first-year Sociology students had reading challenges that involve cognitive, language and affective issues. Based on the results of the needs analysis an intervention programme that addresses cognitive, language and affective issues is recommended for this cohort of students.

Suggested Citation

  • Naomi Boakye & Magdaline Mai, 2016. "A Needs Analysis for a Discipline-Specific Reading Intervention," English Language Teaching, Canadian Center of Science and Education, vol. 9(3), pages 235-235, March.
    • Handle: RePEc:ibn:eltjnl:v:9:y:2016:i:3:p:235
    as

    Download full text from publisher

    File URL: https://ccsenet.org/journal/index.php/elt/article/download/57539/30680
    Download Restriction: no
    File URL: https://ccsenet.org/journal/index.php/elt/article/view/57539
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Naomi Boakye, 2017. "Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme," English Language Teaching, Canadian Center of Science and Education, vol. 10(7), pages 158-158, July.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:eltjnl:v:9:y:2016:i:3:p:235. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.