Unpacking the efficacy of Reading to Learn using Cognitive Load Theory

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dc.contributor.authorMillin T
dc.contributor.authorMark M
dc.contributor.authorPearce J
dc.date.accessioned2021-02-09T20:49:17Z
dc.date.available2021-02-09T20:49:17Z
dc.date.issued2020en
dc.date.updated2021-01-12T01:01:58Z
dc.description.abstractThis paper synthesises the key findings of past separate studies conducted by the same authors, which sought to assess the efficacy of the Reading to Learn (RtL) literacy intervention on students' academic writing performance. Both studies of RtL were implemented in response to growing concerns about the academic under-preparedness of undergraduate students at universities across South Africa. The first study aimed to support mostly first-generation, first-year English Additional Language (EAL) learners in their transition to higher education. The second study aimed to support EAL students' academic writing development at a senior secondary school level prior to the school-to-university transition. In both studies, the cohorts of students examined originated from low socioeconomic communities, where linguistic marginalisation arguably imposes significant barriers to successful university completion. The novel contribution of this paper is to use a Cognitive Load Theoretical lens to explicate why RtL might improve the academic writing skills of under-prepared students making the transition to university.en
dc.identifier.citationMillin T, Mark M, Pearce J (2020). Unpacking the efficacy of Reading to Learn using Cognitive Load Theory. Journal of Academic Language and Learning. 14(1). 113-126.en
dc.identifier.issn1835-5196
dc.identifier.urihttps://hdl.handle.net/10092/101619
dc.language.isoen
dc.rightsAll rights reserved unless otherwise stateden
dc.rights.urihttp://hdl.handle.net/10092/17651en
dc.subjectacademic literacyen
dc.subjectscaffoldingen
dc.subjectCognitive Load Theoryen
dc.subjectinstructional designen
dc.subjectequityen
dc.subject.anzsrc1302 Curriculum and Pedagogyen
dc.subject.anzsrc1303 Specialist Studies in Educationen
dc.subject.anzsrc2004 Linguisticsen
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390104 - English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
dc.subject.anzsrcFields of Research::39 - Education::3904 - Specialist studies in education::390409 - Learning sciencesen
dc.subject.anzsrcFields of Research::47 - Language, communication and culture::4704 - Linguistics::470401 - Applied linguistics and educational linguisticsen
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390108 - LOTE, ESL and TESOL curriculum and pedagogyen
dc.titleUnpacking the efficacy of Reading to Learn using Cognitive Load Theoryen
dc.typeJournal Articleen
uc.collegeFaculty of Education
uc.departmentSchool of Teacher Education
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