Analysing English First Additional Language teachers’ understanding and implementation of reading strategies

Reading & Writing

Field Value
Title Analysing English First Additional Language teachers’ understanding and implementation of reading strategies
Creator Madikiza, Nophawu Cekiso, Madoda P. Tshotsho, Baba P. Landa, Nhlanhla
Subject Education Reading Strategies, Reading Instruction, Reading, Reading Efficiency,Metacognition,
Description Despite the fact that comprehension plays an important role in the reading process, the literature in a South African context reveals that learners continue to struggle with it and teachers continue to neglect it in their teaching. The literature has further shown that teachers’ neglect of comprehension in their reading lessons could be attributed to various reasons, including the fact that teachers seemingly are not taught how to teach reading during their teaching training years. This paper analyses the English First Additional Language teachers’ understanding and their implementation of reading strategies in their classrooms to develop teachers’ understanding and awareness of the important role played by reading strategies in the reading process. Both quantitative and qualitative approaches were followed and a survey design was used. Purposive sampling was used to select 126 teachers, to whom questionnaires were administered. Statistical Package for Social Sciences software was used to analyse the quantitative data and the qualitative data were analysed thematically. The results indicated that the majority of teachers seemed not to understand certain reading strategies and, therefore, implemented only a few that they understood, greatly limiting learners’ potential to explore other reading strategies. The study also established that some teachers only paid attention to traditional reading strategies that did not facilitate comprehension. The study recommended that teachers should be trained on how to teach reading strategies so that they are exposed to a wide range of reading strategies in order to assist learners improve their literacy.
Publisher AOSIS Publishing
Date 2018-08-22
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Survey
Format text/html application/epub+zip application/xml application/pdf
Identifier 10.4102/rw.v9i1.170
Source Reading & Writing; Vol 9, No 1 (2018); 10 pages 2308-1422 2079-8245
Language eng
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Coverage — — Male and Female African Teachers
Rights Copyright (c) 2018 Nophawu Madikiza, Madoda Phillip Cekiso, Baba Primrose Tshotsho, Nhlanhla Landa