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dc.contributor.authorCapper, Hilary
dc.date.accessioned2015-05-18T22:58:51Z
dc.date.available2015-05-18T22:58:51Z
dc.date.issued1998
dc.identifier.urihttp://hdl.handle.net/10179/6596
dc.description.abstractThis research examines the teaching methods in a Year 7 distance education English programme in relation to text complexity in reading and written English. It considers student performance, processes, resources and teaching strategies. The research focuses on the assessment and teaching of text complexity in reading and written English in relation to student aptitude. It explores how the students' needs were met in the years 1996-1997 and considers the implications for teachers of the new English curriculum in relation to the assessment and teaching of text complexity. Consideration is also given to criticism of the new English curriculum especially where it is relevant to the teaching of text complexity in reading and written English. The thesis therefore has two aspects to it. Firstly the criticisms of the new curriculum and the English curriculum, in particular, are examined and the implications these criticisms may have for the teaching of text complexity are considered. Secondly a Year 7 English programme developed in distance mode at The Correspondence School is researched in light of the requirements of the new English curriculum as it relates to text complexity in reading and written English.en_US
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectEnglish language studyen_US
dc.subjectCurriculum-based assessmenten_US
dc.subjectStudent ratingen_US
dc.subjectEnglish learningen_US
dc.titleThe new English curriculum : a study of text complexity in reading and written English : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education, Massey Universityen_US
dc.typeThesisen_US
thesis.degree.disciplineEducationen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US


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