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dc.contributor.author Arua, E.A.
dc.contributor.author Arua, C.E.
dc.date.accessioned 2012-05-14T06:50:10Z
dc.date.available 2012-05-14T06:50:10Z
dc.date.issued 2011
dc.identifier.citation Arua, E.A. & Arua, C.E. (2011) The reading behavior of junior secondary students during school holidays in Botswana, Journal of Adolescent & Adult Literacy, Vol. 54 No. 8, pp. 589-599 en_US
dc.identifier.issn 1081-3004
dc.identifier.uri http://hdl.handle.net/10311/1014
dc.description.abstract Reports of the poor reading culture of Batswana appear periodically in the popular media, especially the newspapers (see Baputaki, 2006; Hosia, 2007; Seboni & Swartland, 2009). These impressionistic reports speak of an alarming deterioration in the culture of reading in Botswana. In the sense in which it is employed, “poor reading culture” means lack of a reading habit among children, adolescents, and adults, both educated and illiterate. The label thus encompasses complete illiteracy, functional illiteracy, and aliteracy (Sisulu, 2004). Without supporting evidence, the poor reading culture label is difficult to justify for any population group in Botswana. Consequently, we, in this article, investigate the holiday reading behavior of some junior secondary school students in the country to ascertain the extent to which the label applies to them. en_US
dc.language.iso en en_US
dc.publisher International Reading Association, www.reading.org/ en_US
dc.subject Reading culture en_US
dc.subject Reading behaviour en_US
dc.subject Botswana en_US
dc.subject Junior secondary school students en_US
dc.title The reading behavior of junior secondary students during school holidays in Botswana en_US
dc.type Published Article en_US
dc.link http://www.onlinelibrary.wiley.com/doi/10.1598/JAAL.54.8.4/pdf en_US


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