Instructional principles used to teach critical comprehension skills to a Grade 4 learner
Reading & Writing
| Field | Value | |
| Title | Instructional principles used to teach critical comprehension skills to a Grade 4 learner | |
| Creator | Beck, Suzanne Condy, Janet L. | |
| Description | The current approach to reading comprehension instruction is not producing the desired outcomes. Provincial, national and international tests indicate that more than half of South African learners cannot read, understand and answer basic comprehension questions. This research project was informed by Vygotsky’s socio-cultural theory. A case study was conducted with a ten-year old Grade 4 boy who experienced difficulty with understanding comprehension questions. A six-week intervention was designed to improve his comprehension abilities and to identify instructional principles that were appropriate for him. Interviews and observations were conducted and inductively analysed. Findings showed that the learner was well equipped to retrieve explicitly stated information but struggled with higher-order level questions such as drawing inferences or evaluating content. Certain instructional practices were more favourable than others when teaching reading strategies. | |
| Publisher | AOSIS Publishing | |
| Date | 2017-08-25 | |
| Identifier | 10.4102/rw.v8i1.149 | |
| Source | Reading & Writing; Vol 8, No 1 (2017); 8 pages 2308-1422 2079-8245 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://rw.org.za/index.php/rw/article/view/149/321
https://rw.org.za/index.php/rw/article/view/149/320
https://rw.org.za/index.php/rw/article/view/149/322
https://rw.org.za/index.php/rw/article/view/149/318
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